Zhang L G, Li L, Sun Y L
School of Teacher Education, Shaoxing University, Shaoxing 312000, China.
Zhonghua Lao Dong Wei Sheng Zhi Ye Bing Za Zhi. 2020 Feb 20;38(2):107-110. doi: 10.3760/cma.j.issn.1001-9391.2020.02.006.
To discuss the relationships between occupational stress, career calling and occupational burnout among primary school teachers, and test whether career calling moderates the relationship between occupational stress and occupational burnout. 399 teachers from public primary schools were recruited as participant. Their occupational stress and burnout, and career calling were assessed via online questionnaire in the period between March and August 2018. Hierarchical multiple regression was used to test the moderating role of career calling. The score of occupational stress was (3.59±0.85) , the score of career calling was (3.15±0.69) and the score of occupational was (3.26±0.88) . Occupational stress was significantly and positively related to occupational burnout (=0.42, <0.01) , while career calling was significantly and negatively related to occupational stress (=-0.30, <0.01) and occupational burnout (=-0.32, <0.01) . Career calling moderated the relationship between occupational stress and occupational burnout. Career calling as a personal resource buffers the positive relationship between occupational stress and occupational burnout. School leaders can promote teachers' career calling by endowing educational work with more meaning, which leading to lower level of occupational burnout.
探讨小学教师职业压力、职业使命感与职业倦怠之间的关系，并检验职业使命感是否调节职业压力与职业倦怠之间的关系。招募了399名公立小学教师作为研究对象。在2018年3月至8月期间，通过在线问卷对他们的职业压力、职业倦怠和职业使命感进行评估。采用分层多元回归分析来检验职业使命感的调节作用。职业压力得分为（3.59±0.85），职业使命感得分为（3.15±0.69），职业倦怠得分为（3.26±0.88）。职业压力与职业倦怠显著正相关（=0.42，<0.01），而职业使命感与职业压力（=-0.30，<0.01）和职业倦怠（=-0.32，<0.01）显著负相关。职业使命感调节了职业压力与职业倦怠之间的关系。职业使命感作为一种个人资源，缓冲了职业压力与职业倦怠之间的正向关系。学校领导可以通过赋予教育工作更多意义来提升教师的职业使命感，从而降低职业倦怠水平。
