胜任力对农村小学校长工作满意度的影响:领导效能与职业认同的中介作用

doi:10.16187/j.cnki.issn1001-4918.2017.03.07

摘要/Abstract

摘要： 本研究基于综合激励理论考察了领导效能和职业认同在胜任力与农村小学校长工作满意度关系中的链式中介效应，使用胜任力量表、领导效能量表、职业认同量表和工作满意度量表对随机抽取的269名农村小学校长进行调查。研究显示：（1）胜任力、领导效能、职业认同与工作满意度这四个变量均两两显著正相关；（2）胜任力、领导效能、职业认同均显著正向预测农村小学校长工作满意度，胜任力、领导效能会正向预测职业认同，胜任力会正向预测领导效能；（3）领导效能中介了胜任力与农村小学校长工作满意度之间的关系；（4）职业认同中介了领导效能与农村小学校长工作满意度之间的关系。因此，领导效能和职业认同在胜任力与农村小学校长工作满意度之间起链式中介作用。

关键词: 胜任力, 领导效能, 职业认同, 工作满意度, 小学校长

Abstract: To explore the mechanism between competence and job satisfaction of principals in rural schools, a sample of 269 principals in rural area was recruited in the study to complete competence scale, leadership efficiency scale, professional identify scale, and job satisfaction scale. The results indicated that:(1) Competence could positively predict leadership efficiency significantly (γ=0.57, t=11.33, p<0.001), and leadership efficiency could positively predict job satisfaction of principals in rural school significantly (γ=0.48, t=4.87, p<0.001). So, leadership efficiency mediated the effect of competence on job satisfaction of principals in rural school. (2)Leadership efficiency could positively predict professional identify (γ=0.59, t=8.40, p<0.001) significantly, and professional identify could positively predict job satisfaction of principals in rural school significantly. So, professional identify mediated the effect of leadership efficiency on job satisfaction of principals in rural school. Therefore, we could infer that leadership efficiency and the professional identify played a chain mediating effect between competence and job satisfaction of principals in rural school.

Key words: competence, leadership efficiency, professional identify, job satisfaction

中图分类号:

B844

叶宝娟, 郑清, 董圣鸿, 刘林林, 方小婷, 曹灿兮. 胜任力对农村小学校长工作满意度的影响:领导效能与职业认同的中介作用[J]. 心理发展与教育, 2017, 33(3): 306-312.

YE Baojuan, ZHENG Qing, DONG Shenghong, LIU Linlin, FANG Xiaoting, CAO Canxi. The Relationship of Competence and Job Satisfaction of Principals in Rural School: The Mediating Role of Leadership Efficiency and Professional Identity[J]. Psychological Development and Education, 2017, 33(3): 306-312.

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