Liang Hongmei, Wang Weichen, Sun Yueyang, Wang Haiying
Faculty of Education, Northeast Normal University, Changchun, China.
School of Psychology, Northeast Normal University, Changchun, China.
Front Psychol. 2022 Oct 19;13:1000441. doi: 10.3389/fpsyg.2022.1000441. eCollection 2022.
This study aimed to explore the relationship between job-related stress and township teachers' professional well-being. Based on Job Demand-Resource Model, this study examined the mediating role of teachers' professional identity and the moderating role of perceived organizational support in this relationship. A total of 24,276 township teachers in China responded to the Teacher Stress Scale, the Teachers' Professional Identity Scale, the Teachers' Professional Well-Being Structure Questionnaire, and the Perceived Organizational Support Scale. Results showed that: (1) the professional well-being of township teachers differed significantly in terms of school type and demographic characteristics like age and gender; (2) job-related stress negatively predicted township teachers' professional well-being, with teachers' professional identity playing a mediating role; (3) the relation between job-related stress and teachers' professional identity was moderated by perceived organizational support; and (4) in the moderated mediation analysis, job-related stress positively predicted township teachers' professional well-being. These findings indicated that township teachers' professional well-being was influenced by both organizational and individual factors, which provided a theoretical basis and intervention pathways for improving township teachers' professional well-being.
本研究旨在探讨工作压力与乡镇教师职业幸福感之间的关系。基于工作需求-资源模型，本研究考察了教师职业认同的中介作用以及感知组织支持在这种关系中的调节作用。共有24276名中国乡镇教师对教师压力量表、教师职业认同量表、教师职业幸福感结构问卷和感知组织支持量表进行了作答。结果表明：（1）乡镇教师的职业幸福感在学校类型以及年龄、性别等人口统计学特征方面存在显著差异；（2）工作压力对乡镇教师的职业幸福感具有负向预测作用，教师职业认同起到中介作用；（3）感知组织支持对工作压力与教师职业认同之间的关系具有调节作用；（4）在有调节的中介分析中，工作压力对乡镇教师的职业幸福感具有正向预测作用。这些研究结果表明，乡镇教师的职业幸福感受到组织和个体因素的双重影响，这为提升乡镇教师的职业幸福感提供了理论依据和干预途径。
