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本文就中小学教师的工作满意度、生活满意度、组织支持、社会支持和组织承诺的现状和内在关系等问题,对山东省日照市7所中小学640名教师进行了问卷调查。描述性统计发现,受访的中小学教师的工作满意度和生活满意度平均水平都不高,分别位于第57.6和48.9个百分位;T检验和方差分析发现,性别、婚姻状况、收入水平等因素对中小学教师工作满意度的影响没有统计显著性,教龄和学校类型对工作满意度和生活满意度都有显著影响,其中教龄与工作满意度之间呈“U”形关系,教龄为3～5年的教师工作满意度最低;分层回归分析发现,来自组织和社会两种途径的心理支持对教师工作满意度、生活满意度均有显著的正向预测作用;组织承诺在组织支持与工作满意度之间起到部分中介作用,在社会支持与工作满意度之间起到完全中介作用;组织承诺在组织支持与生活满意度之间、社会支持与生活满意度之间均起到部分中介作用。
In this paper, a questionnaire survey was conducted on 640 teachers in 7 primary and secondary schools in Rizhao, Shandong Province, on the issues of job satisfaction, life satisfaction, organizational support, social support and organizational commitment of primary and secondary school teachers. Descriptive statistics found that the job satisfaction and life satisfaction of the interviewed primary and secondary school teachers are not high, respectively, located at 57.6 and 48.9 percentile; T test and analysis of variance showed that gender, marital status, income level There was no statistical significance on the job satisfaction of primary and secondary school teachers. The teaching age and school type had significant effects on job satisfaction and life satisfaction. Among them, the relationship between teaching age and job satisfaction was “U” Teachers with 3 to 5 years of teaching experience had the lowest job satisfaction. Stratified regression analysis found that the psychological support from both organizations and society had a significant positive predictive effect on teachers’ job satisfaction and life satisfaction. Organizational commitment Organizational support and job satisfaction play a part of the intermediary between the social support and job satisfaction play a complete intermediary role; organizational commitment between organizational support and life satisfaction, social support and life satisfaction are Play part of the intermediary role.