Manasia Loredana, Pârvan Andrei, Macovei Melania
Department of Teacher Education and Social Sciences, University POLITEHNICA of Bucharest, 060042 Bucharest, Romania.
Department of Sciences of Education, University of Bucharest, 050663 Bucharest, Romania.
Eur J Investig Health Psychol Educ. 2020 Feb 21;10(1):469-496. doi: 10.3390/ejihpe10010035.
Teacher well-being represents a key factor in assuring the quality of learning in terms of both process and outcomes. Despite a growing literature addressing the role of job demands and job resources in teacher well-being, fewer studies have focused on the effect of individual variables. The present paper aims at developing a teacher well-being model using self-efficacy and teaching emotions such as enjoyment of teaching, anger and anxiety to explain the influence of job demands and job resources on teachers' subjective happiness. A cross-sectional quantitative design was applied to a sample of 1092 Romanian pre-university teachers. The participants completed a self-report questionnaire. Descriptive statistics, factor analysis and structural equations modelling were used to analyse the data. The findings indicate significant paths between the variables included in the model. Thus, job resources have a considerable positive influence on the enjoyment of teaching and the teachers' subjective happiness, having a more powerful effect than personal resources, namely self-efficacy. In turn, perceived self-efficacy mediates the effect of job demands on teaching emotions and subjective well-being. It is argued that the enjoyment of teaching has a notable effect on teachers' general well-being.
教师幸福感是确保学习过程和结果质量的关键因素。尽管越来越多的文献探讨了工作要求和工作资源在教师幸福感中的作用，但关注个体变量影响的研究较少。本文旨在构建一个教师幸福感模型，运用自我效能感以及教学情感（如教学乐趣、愤怒和焦虑）来解释工作要求和工作资源对教师主观幸福感的影响。对1092名罗马尼亚预科教师样本采用了横断面定量设计。参与者完成了一份自我报告问卷。使用描述性统计、因子分析和结构方程模型对数据进行分析。研究结果表明模型中各变量之间存在显著路径。因此，工作资源对教学乐趣和教师主观幸福感有相当大的积极影响，其作用比个人资源即自我效能感更强。反过来，感知到的自我效能感介导了工作要求对教学情感和主观幸福感的影响。研究认为教学乐趣对教师的总体幸福感有显著影响。
