变革型领导对教师职业倦怠的影响:社会情感能力和幸福感的链式中介作用

doi:10.16187/j.cnki.issn1001-4918.2021.05.16

摘要/Abstract

摘要： 为了探讨变革型领导、教师社会情感能力、教师幸福感和教师职业倦怠之间的关系，研究采用变革型领导量表、社会情感能力量表、幸福感量表和职业倦怠量表对北京791名教师进行调查。结果显示：（1）变革型领导与教师职业倦怠显著负相关；（2）教师社会情感能力在变革型领导和教师职业倦怠之间起独立中介作用；（3）教师幸福感在变革型领导和教师职业倦怠之间起独立中介作用；（4）教师社会情感能力和教师幸福感在变革型领导和教师职业倦怠间起链式中介作用。变革型领导不仅是直接预测教师职业倦怠的重要外部环境因素，而且变革型领导还能通过教师社会情感能力和教师幸福感这两个内部因素的中介作用间接预测教师职业倦怠。

关键词: 变革型领导, 职业倦怠, 社会情感能力, 幸福感

Abstract: In order to explore the relationship among transformational leadership, teachers' social emotional competence, teachers' well-being, and teachers' job burnout, the research uses transformational leadership scale, teachers' social emotional competence scale, teachers' well-being scale and teachers' job burnout scale to conduct investigation on 791 teachers in Beijing. The result showed that:(1) the transformational leadership was significantly and negatively correlated with teachers' job burnout; (2) the teachers' social emotional competence played an independent intermediary role in the relationship between transformational leadership and job burnout; (3) the teachers' well-being played an independent intermediary role in the relationship between transformational leadership and job burnout; (4) the teachers' social emotional competence and well-being showed a chain mediating effect in the relationship between the transformational leadership and teachers' job burnout. To conclude, transformational leadership is not only an important external environmental factor that can directly predict teachers' job burnout, but can also predict teacher's job burnout through the intermediary roles of teachers' social emotional competence and well-being.

Key words: transformational leadership, job burnout, social emotional competence, well-being

中图分类号:

B844

田瑾, 毛亚庆, 熊华夏. 变革型领导对教师职业倦怠的影响:社会情感能力和幸福感的链式中介作用[J]. 心理发展与教育, 2021, 37(5): 743-751.

TIAN Jin, MAO Yaqing, XIONG Huaxia. The Effect of Transformational Leadership on Teachers' Job Burnout: The Chain Mediating Role of Social Emotional Competence and Well-being[J]. Psychological Development and Education, 2021, 37(5): 743-751.

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