Xue Danni, Sun Binghai, Li Weijian, Li Xinwei, Xiao Weilong
School of Psychology, Zhejiang Normal University, Jinhua 321004, China.
School of Education, Zhejiang Normal University, Jinhua 321004, China.
Behav Sci (Basel). 2024 Sep 30;14(10):878. doi: 10.3390/bs14100878.
Teacher burnout is one of the main reasons leading to decreased teaching performance and occupational mental health issues among teachers, drawing widespread global attention. Previous research has found that both resiliency and psychological empowerment can alleviate teacher burnout, yet there is no study simultaneously examining the relationships between resiliency, PE, and teacher burnout. Furthermore, previous studies have found gender differences in teacher burnout but have not examined the moderating effects of resiliency and psychological empowerment by gender group. Additionally, traditional analytical methods may overlook the compositional connections between these variables. To bridge this gap, we employed psychological network analysis to evaluate the psychological network of teachers with burnout across different genders. Findings indicate: (1) Female teachers exhibit a stronger link between their sense of departmental control and burnout, while male teachers show a stronger connection between solving instructional challenges and burnout. (2) Patience in male teachers' approach to teaching may enhance connections with their environment, and mastering job-relevant skills can boost male teachers' job happiness. (3) Female teachers' "I feel connected to others" demonstrates higher bridge centrality. In comparison, male teachers' "My work is vital to me" shows higher bridge centrality, indicating deeper connections with other symptom clusters. This study reveals the complex interactions among the factors of teacher burnout and investigates how gender differences influence the associations between these factors and burnout, by not only filling gaps in previous research but also offering new perspectives and strategies for understanding and intervening in teacher burnout, especially in the context of gender differences.
教师职业倦怠是导致教师教学表现下降和职业心理健康问题的主要原因之一，引起了全球广泛关注。以往研究发现，心理韧性和心理授权都能缓解教师职业倦怠，但尚无研究同时考察心理韧性、心理授权与教师职业倦怠之间的关系。此外，以往研究发现教师职业倦怠存在性别差异，但未考察心理韧性和心理授权在不同性别群体中的调节作用。另外，传统分析方法可能会忽略这些变量之间的构成联系。为弥补这一差距，我们采用心理网络分析方法来评估不同性别的倦怠教师的心理网络。研究结果表明：（1）女教师的部门控制感与职业倦怠之间的联系更强，而男教师在解决教学挑战与职业倦怠之间的联系更强。（2）男教师教学方式中的耐心可能会增强其与环境的联系，掌握与工作相关的技能可以提高男教师的工作幸福感。（3）女教师的“我感觉与他人有联系”表现出更高的中介中心性。相比之下，男教师的“我的工作对我至关重要”表现出更高的中介中心性，表明与其他症状群的联系更深。本研究揭示了教师职业倦怠各因素之间的复杂相互作用，并探讨了性别差异如何影响这些因素与职业倦怠之间的关联，不仅填补了以往研究的空白，还为理解和干预教师职业倦怠，尤其是在性别差异背景下，提供了新的视角和策略。
