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《华东师范大学学报(教育科学版)》2015,(4):80-88
选取河南省270名幼儿教师为被试进行问卷调查,探讨工作家庭冲突与工作投入的关系,以及情绪智力对这一关系的调节效应。结果表明:幼儿教师工作家庭冲突水平较高,且工作对家庭的干扰效应更明显;幼儿教师工作家庭冲突、情绪智力分别负向和正向预测其工作投入;幼儿教师情绪智力可以调节工作家庭冲突对其工作投入的负性影响,具体而言,在低情绪智力水平下,幼儿教师的工作家庭冲突可以负向预测其工作投入水平,而在高情绪智力水平下,幼儿教师的工作家庭冲突对其工作投入影响不显著。 相似文献
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学校是一个由菁英培育另一批菁英,以及强调彼此精进成长的场所;其中,需要人与人之间有所互动的环境,在人际互动之过程中,冲突的发生无法避免。当冲突发生时,情绪必然跟着浮上台面,此时一个人情绪智力的高低扮演了一个很重要的关键。但并不是所有的冲突都是有害且必须避免,当冲突之发生与工作内容及目标有关时,对组织绩效有所帮助。此外,情绪智力亦可预测成员在组织中之工作行为表现,文章研究主旨在探讨情绪智力、冲突、知识分享和工作绩效四者之关系。采用问卷调查方式搜集数据,调查对象为执行跨校合作项目的教授们,包含台湾中部地区20所学校,共回收178份有效问卷;并采用净最小平方法（PLS）为研究分析工具。研究结果显示：（1）知识分享和情绪智力对工作绩效有显著正向影响;（2）团队冲突对工作绩效有显著负向的影响。 相似文献
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为了了解家长式领导、领导与下属交换关系对员工敬业的影响,采用《家长式领导问卷》《领导与下属交换关系》和《中国员工敬业量表》对281名被试进行了测试。结果显示：家长式领导中的德行领导和仁慈领导对员工敬业有正向的作用,LMX在德行领导和仁慈领导作用于敬业的过程中起中介作用;权威领导对员工敬业有负向的作用。该结果对于建构中国文化背景下员工敬业影响机制的有关理论具有积极价值。 相似文献
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通过调查得知,在大学生对待工作一家庭的态度方面,男性和女性在工作-家庭承诺上呈现相似的情况.在工作一家庭承诺上,女性呈负相关.探索性分析表明,工作决策状况和承诺与家庭决策状况和承诺之间呈现差异性.此外,在家庭角色这个问题上,一般情况下,男性思想准备不够,而女性对自己在家庭中的角色考虑较多.这些研究结果及讨论有助于我们了解男女大学生对工作-家庭的承诺和决策状况及其对社会的影响. 相似文献
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大学教师的科研压力如何影响科研绩效是当前大学教师发展和科研管理中的重要问题。在文献研究的基础上,将工作满意度和情绪智力分别作为中介变量和调节变量引入科研压力与科研绩效的关系探讨中,并以问卷调查的形式作了实证研究,得到如下结论:大学教师承受较高的科研压力;科研压力对科研绩效会有一定的负向影响;科研压力经由工作满意度中介影响科研绩效;情绪智力能有效正向调节科研压力对科研绩效的影响。在此基础上提出了减轻压力源、优化科研考核体系、改善薪酬待遇及培养情绪智力等方面的对策性建议。 相似文献
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以浙江省329名幼儿园教师为研究对象,采用结构方程模型检验幼儿园教师工作投入的四个维度对其工作倦怠、工作满意度、组织承诺、离职意向和心理健康的影响。研究结果发现工作投入的核心维度对工作满意度、组织承诺和心理健康有正向影响,而对工作倦怠和离职意向有负向影响。为提高幼儿园教师的工作投入水平,应提高其职业认同感,增强其工作责任感,激发其工作热情,同时应提高幼儿园教师的社会地位,增强其职业荣誉感,加大组织支持,提高其组织承诺,完善管理制度,丰富其业余生活,减轻幼儿园教师的工作压力和工作倦怠。 相似文献
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随着知识竞争的全球演化,教师在高校中扮演着重要的知识技术的起承转合作用,其承受着多元工作职责压力.青年教师是高校的中坚力量,优秀青年教师离职在高校时有发生,攸关高校的健康发展.现以浙江宁波高校青年教师为研究对象,通过抽样调查获得209份调研问卷,采用结构方程模型系统分析了青年教师的工作压力、工作投入、工作满意与组织承诺的关系.结果表明:大学青年教师工作压力对工作满意既有正向直接作用,同时也具有负向间接作用;工作投入对工作满意均具有正向直接作用;工作压力、工作投入以及工作满意均对组织承诺具有影响,其中工作满意具有正向的直接作用,工作压力具有正向间接作用,工作投入具有正向直接作用,同时也具有正向间接作用. 相似文献
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结论一 中小学教师的工作家庭冲突较高
结论二 教龄5年以上的中小学教师的工作家庭冲突大于教龄5年以下的教师
结论三 本科学历中小学教师的工作家庭冲突显著高于专科学历教师
结论四 已婚教师的工作家庭冲突显著高于未婚教师
结论五 高中教师的工作家庭冲突最大
结论六 中小学教师工作家庭冲突能显著负向预测职业承诺 相似文献
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本研究采用问卷调查与统计的方法,探索幼儿园女教师学历、月收入对其职业倦怠的影响以及工作家庭冲突、社会支持、自我效能感与职业倦怠之间的关系.研究表明:幼儿园女教师的学历、月收入对她们的职业倦怠有非常显著的作用;工作家庭冲突与职业倦怠呈显著正相关,并具有较强的正向预测作用;社会支持、自我效能感与职业倦怠呈显著负相关,并有较强的负向预测作用. 相似文献
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《The Journal of educational research》2012,105(1):40-52
ABSTRACT In the present study the effects of a cooperative leadership team, distributed leadership, participative decision-making, and context variables on teachers’ organizational commitment are investigated. Multilevel analyses on data from 1522 teachers indicated that 9% of the variance in teachers’ organizational commitment is attributable to differences between schools. The analyses revealed that especially the presence of a cooperative leadership team and the amount of leadership support played a significantly positive key role in predicting teachers’ organizational commitment. Also, participative decision-making and distribution of the supportive leadership function had a significant positive impact on teachers’ organizational commitment. In contrast, distribution of the supervisory leadership function and teachers’ job experience had a significant negative impact. 相似文献
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高校教师工作价值观与组织承诺等相关变量的关系研究 总被引：1，自引：0，他引：1
吕剑辉 《深圳信息职业技术学院学报》2010,8(3):44-49,75
本文运用相关分析、方差分析的方法,探讨了人口学变量（性别、年龄、职称和高校类型）对教师工作价值观的影响。同时运用结构方程建模的方法,利用自编的教师工作价值观量表和其他标准化量表考察了工作价值观与组织承诺、工作满意度、工作绩效、离职倾向的关系。结果显示,工作价值观能直接影响组织承诺的相关维度,也能直接提高教师的工作满意度,组织承诺能有效提高工作满意度,组织承诺和工作满意度又能显著降低离职倾向。 相似文献
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School autonomy in personnel policy is important to effective personnel management. With increased autonomy in personnel policy, principals could wield their leadership to improve teachers’ organizational commitment. However, little is known about whether the given autonomy in personnel policy meets principals’ expectation and whether and how the gap in between has an effect on teachers’ organizational commitment. This research explores the effects of autonomy gap in personnel policy, principal leadership, teachers’ self-efficacy and school contextual factors on teachers’ organizational commitment. Multilevel analysis was used. The results show the effects of autonomy gap in personnel policy differ among areas. In particular, the autonomy gap in salary was found to be a significant antecedent of teachers’ organizational commitment. The results also highlight the importance of principal leadership in this process. Principals with a stronger leadership tend to perceive generally a larger autonomy gap in personnel policy. In addition, when transformational leadership increased, its positive influence on teachers’ organizational commitment became even stronger. Implications for developing efficacious leadership and autonomy policy in personnel management were discussed. 相似文献
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Leadership is an important factor affecting organizational innovation. Many studies show that transformational leadership
has positive and significant influence on organizational innovation. Based on a literature review and previous work, this
study aims to investigate the influence of transformational leadership on organizational innovation and to examine whether
organizational learning is a mediator between their relationships. Structural equation modeling was used to test the model.
The research sample consisted of 330 teachers in charge of administration in postsecondary schools. The findings of this study
provide evidence that transformational leadership and organizational learning have significant positive relationship influence
on organizational innovation. The research also demonstrates that there is significant effect on the role of mediation in
organizational learning on the relationship between transformational leadership and organizational innovation. The study suggests
that if school principals use the strategies of transformational leadership and organizational learning at the same time,
organizational learning was highly effectiveness to achieve organizational innovation in the postsecondary schools. 相似文献
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This study examined the relationship between community college organizational climate and the conflict communication styles of individuals and job groups within the college. More specifically, this study investigated the relationships of employee perceptions concerning organizational communications, collaboration, formal influence, structure, focus on students, and work design/technology to their self-identified affinities for seeking solutions, control, or avoidance in conflict situations with their immediate supervisors. Effective leadership strategies are explored based on these relationships. 相似文献
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随着教育的变革与发展,教师组织公民行为对学校办学目标的实现起着日益重要的作用。如何更有效地激发教师积极主动的行为,成为当前关注的重点,分布式领导为此提供了新的思路。本研究以大学教师为研究对象开展调研分析并构建模型,探讨了分布式领导对大学教师组织公民行为的影响机制,研究发现组织信任、工作满意度与组织承诺在分布式领导与教师组织公民行为之间起着重要的中介作用。建议发展分布式领导的组织文化,使教师拥有充分的专业自主权和对重要事务的参与权,完善学术评价与激励机制,为教师发展提供平台与机会,同时注重对组织信任和工作满意度尤其是组织承诺水平的提升,从而使教师践行更多的组织公民行为,进而提高学术组织绩效、实现发展目标。 相似文献
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Norshidah Nordin 《Asia Pacific Education Review》2012,13(2):239-249
Many factors contribute to the effectiveness in implementing organizational change. However, many change effort fail due to several factors such as lack of commitment, style of leadership, and emotional distress of the employees who have to implement the change. This study was intended to determine the influence of leadership behavior and organizational commitment on organizational readiness for change in a higher learning institution. It was based on a conceptual framework that combined part of an adapted model from organizational development and change theory. A total of 169 academic staff from the main and branch campuses UiTM throughout Malaysia were selected based on stage and cluster sampling to participate in this study. The result shows that there is a significant relationship between organizational commitment and leadership behavior on organizational readiness for change. The findings also revealed that 36.5% of the variance in readiness for change is explained by organizational commitment and transactional leadership behavior. In determining the role of the organization commitment as a moderating variable, the result of the study indicates significant moderating effect of affective commitment on the relationship between transformational leadership behavior and organizational readiness for change. This study implied that building organizational commitment as well as developing transformational and transactional leadership behavior could contribute to formulation of organizational readiness for change and subsequently lead to the success of a change program. 相似文献
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This study was designed to examine the effects of self-efficacy, expectations of future work environment, and emotional intelligence on preservice teacher commitment to the teaching profession on a sample of 209 preservice teachers. The purpose of the study was to add to the existing knowledge surrounding preservice teacher commitment and promote new ways to approach teacher education. Using correlation and regression analyses, we found that preservice teacher self-efficacy expectations surrounding classroom management, instructional strategies, and student engagement were positively correlated with commitment. Preservice teacher expectations of future work environment influenced their satisfaction with the profession, which was also positively correlated with their commitment to enter the profession. Preservice teachers with greater emotional awareness and pro-motivational thinking also demonstrated higher levels of commitment. 相似文献
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Hongbiao Yin 《Teachers and Teaching》2013,19(7):789-810
Teachers can be seen as emotional workers often needing to be sensitive to the demands that their work makes on their emotions, and skilful in regulating their feelings, but few quantitative studies have examined this issue systematically. Using hierarchical regression analysis to examine this issue, this study investigates teachers’ perceptions of the relationships among the emotional job demands, emotional intelligence, emotional labour strategies and teaching satisfaction, with a particular focus on the moderating role of emotional intelligence. The results of a survey of 1281 Chinese teachers reveal that teachers’ perceptions of emotional job demands and emotional intelligence significantly predict the three emotional labour strategies. Emotional intelligence significantly moderates the impact of emotional job demands on surface acting and expression of naturally felt emotion but not deep acting. Even after controlling for emotional job demands and emotional intelligence, deep acting and expression of naturally felt emotion still have a positive influence on teachers’ teaching satisfaction. Deep acting and expression of naturally felt emotion are more effective emotional labour strategies for teachers. A teacher development programme is suggested to make teachers clear about these emotional demands and different emotional labour strategies, and enhance teachers’ emotional intelligence. 相似文献