Fu Chunhua, Zhao Zhen, Wang Huimei, Ouyang Mingkun, Mao Xiaoling, Cai Xiao, Tan Xinhua
School of Education, Minzu University of China, Beijing, China.
School of Education Science, Guangxi Minzu University, Nanning, China.
Front Psychol. 2022 Aug 11;13:878894. doi: 10.3389/fpsyg.2022.878894. eCollection 2022.
Evidence suggests that perceived school culture is the most powerful predictor of teachers' work performance. However, studies to date have paid little attention to the potential mechanisms behind this association. On the basis of the job demands-resources (JD-R) model, the present study explored the mediating role of affective empathy and the moderating role of job tenure in the association between perceived school culture and teachers' work engagement. 647 primary and secondary school teachers completed questionnaires measuring perceived school culture, affective empathy, and work engagement. After gender and educational level were included as covariates, the results showed that perceived school culture positively correlated with teachers' work engagement, and more importantly, this association was partially mediated by affective empathy. In addition, job tenure significantly moderated the direct association between perceived school culture and work engagement. Specifically, there was a stronger association between perceived school culture and work engagement for teachers with shorter job tenure than those with longer job tenure. The findings suggested the direct effect of perceived school culture on work engagement, and the indirect effect of perceived school culture on work engagement through the mediating role of affective empathy. These findings enrich our understanding of how perceived school culture associates with work engagement, and highlight the moderating role of job tenure in the direct association between perceived school culture and work engagement.
有证据表明，教师对学校文化的感知是其工作绩效最有力的预测指标。然而，迄今为止的研究很少关注这种关联背后的潜在机制。基于工作要求-资源（JD-R）模型，本研究探讨了情感同理心的中介作用以及工作年限在教师对学校文化的感知与工作投入之间的关联中的调节作用。647名中小学教师完成了测量对学校文化的感知、情感同理心和工作投入的问卷。在将性别和教育水平作为协变量纳入后，结果表明，教师对学校文化的感知与工作投入呈正相关，更重要的是，这种关联部分由情感同理心介导。此外，工作年限显著调节了教师对学校文化的感知与工作投入之间的直接关联。具体而言，工作年限较短的教师，其对学校文化的感知与工作投入之间的关联比工作年限较长的教师更强。研究结果揭示了教师对学校文化的感知对工作投入的直接影响，以及教师对学校文化的感知通过情感同理心的中介作用对工作投入产生的间接影响。这些研究结果丰富了我们对教师对学校文化的感知与工作投入之间关联的理解，并突出了工作年限在教师对学校文化的感知与工作投入之间的直接关联中的调节作用。
