积极人格、职业倦怠与教学乐趣：探究中国英语教师之间的关系
Proactive personality, burnout, and teaching enjoyment: exploring relationships in Chinese English teachers.
作者信息
Chunyan Hu, Ying Liao
机构信息
Primary Education Department, Chongqing Preschool Education College, Chongqing, China.
School of Foreign Languages, Southwest Petroleum University, Chengdu, China.
出版信息
Front Psychol. 2024 Nov 29;15:1351313. doi: 10.3389/fpsyg.2024.1351313. eCollection 2024.
INTRODUCTION
This study examines the relationships between proactive personality, burnout, and teaching enjoyment among Chinese English as a Foreign Language (EFL) teachers. The research aims to clarify how proactive personality traits relate to teaching enjoyment and burnout and to explore their interactions in the context of EFL instruction.
METHODS
The study included a sample of 420 Chinese EFL teachers, and Structural Equation Modeling (SEM) was used to assess the relationships among proactive personality, burnout, and teaching enjoyment. Data underwent detailed statistical analysis to identify both direct and mediating effects within the proposed model.
RESULTS
The findings from the SEM analysis revealed significant direct relationships between proactive personality, burnout, and teaching enjoyment among Chinese EFL educators. Proactive personality was associated with a decrease in burnout ( = -0.366, = 0.159, < 0.001). For every unit increase in proactive personality, teachers reported experiencing higher levels of teaching enjoyment ( = 0.487, = 0.176, < 0.001). Teaching enjoyment, in turn, was a significant mediator in the relationship between proactive personality and burnout ( = -0.249, = 0.102, < 0.001). These findings suggest that proactive personality is positively associated with teaching enjoyment, which, in turn, may relate to lower levels of burnout among EFL teachers.
DISCUSSION
This study highlights the importance of proactive personality traits in enhancing teaching enjoyment and reducing burnout among Chinese EFL teachers. The findings emphasize how proactive tendencies contribute to teachers' well-being, professional satisfaction, and, ultimately, the quality of EFL instruction. These results suggest practical applications, such as developing interventions that encourage proactive traits and increase teaching enjoyment among EFL educators, which may improve the educational experience for EFL students.
引言
本研究探讨中国英语作为外语（EFL）教师的积极主动人格、职业倦怠与教学乐趣之间的关系。该研究旨在阐明积极主动人格特质与教学乐趣和职业倦怠之间的关联，并在英语外语教学背景下探究它们的相互作用。
方法
该研究以420名中国英语外语教师为样本，采用结构方程模型（SEM）来评估积极主动人格、职业倦怠与教学乐趣之间的关系。对数据进行详细的统计分析，以确定所提出模型中的直接和中介效应。
结果
结构方程模型分析的结果显示，中国英语外语教育工作者的积极主动人格、职业倦怠与教学乐趣之间存在显著的直接关系。积极主动人格与职业倦怠的降低相关（β = -0.366，SE = 0.159，p < 0.001）。积极主动人格每增加一个单位，教师报告的教学乐趣水平就越高（β = 0.487，SE = 0.176，p < 0.001）。反过来，教学乐趣在积极主动人格与职业倦怠的关系中是一个显著的中介变量（β = -0.249，SE = 0.102，p < 0.001）。这些发现表明，积极主动人格与教学乐趣呈正相关，而教学乐趣又可能与英语外语教师较低的职业倦怠水平相关。
讨论
本研究强调了积极主动人格特质在提高中国英语外语教师教学乐趣和减少职业倦怠方面的重要性。研究结果强调了积极主动倾向如何促进教师的幸福感、职业满意度，并最终提高英语外语教学质量。这些结果表明了实际应用，例如开发鼓励积极主动特质并增加英语外语教育工作者教学乐趣的干预措施，这可能会改善英语外语学生的教育体验。
Zotero 插件