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本研究选取258名特教教师进行问卷调查,考察特教教师心理资本与职业倦怠的现状及不同背景变量下的差异,并探讨二者间的关系。结果发现:(1)特教教师心理资本在不同性别、年龄、教龄、学历、月收入上有显著性差异;在不同的性别、年龄、教龄及月收入上特教教师职业倦怠存在显著性差异。(2)相关分析显示特教教师心理资本及其各维度与职业倦怠各维度之间呈显著负相关。(3)回归分析表明特教教师心理资本对职业倦怠具有显著负向预测作用。心理资本可有效预防与纾缓特教教师的职业倦怠,我们可以以心理资本开发为抓手来预防与纾缓特教教师职业倦怠。
This study selected 258 special education teachers to conduct a questionnaire survey to investigate the status of special education teachers’ psychological capital and job burnout and the differences under different background variables, and to explore the relationship between the two. The results showed that: (1) there was a significant difference in gender, age, teaching age, education background and monthly income of special education teachers; there was a significant difference in occupational burnout among special education teachers in different gender, age, teaching age and monthly income . (2) Correlation analysis shows that there is a significant negative correlation between special education teachers’ psychological capital and all dimensions of various dimensions and job burnout. (3) The regression analysis shows that the special capital teachers’ psychological capital has a significant negative predictive effect on job burnout. Psychological capital can effectively prevent and relieve the professional burnout of special education teachers. We can take the development of psychological capital as the starting point to prevent and relieve the professional burnout of special education teachers.