组织支持感与特殊教育教师教学正念的关系:有调节的中介作用
The Relationship between Perceived Organizational Support and Special Education Teachers'Teaching Mindfulness:A Moderated Mediating Effect
苏蒙 1张玉红 2田惠东 1魏轶昕 1李书亭 1祖木来提古丽·吾斯曼3
作者信息
- 1. 新疆师范大学教育科学学院,乌鲁木齐,830017
- 2. 新疆师范大学教育科学学院,乌鲁木齐,830017;新疆教师教育研究中心,乌鲁木齐,830017
- 3. 吐鲁番市红柳河园艺场,吐鲁番,838000
- 折叠
摘要
为探讨组织支持感与特殊教育教师教学正念之间的关系,并考察相对剥夺感的中介作用及教龄的调节作用,采用问卷法对373名特殊教育教师进行调查,结果显示:(1)组织支持感显著正向预测特殊教育教师的教学正念;(2)相对剥夺感在组织支持感与特殊教育教师的教学正念间起部分中介作用;(3)教龄在特殊教育教师组织支持感与相对剥夺感中起调节作用,且组织支持感对相对剥夺感的负向预测作用只在教龄较短的特殊教育教师群体中显著.据此,组织应从加强工具性支持、强化情感性支持、助推个性化支持三方面入手,以期提升特殊教育教师的教学质量.
Abstract
In order to explore the relationship between perceived organizational support and special education teachers'teaching mindfulness,as well as examine the mediating role of relative deprivation and the moderating effect of teaching age,a total of 373 special education teachers were investigated by questionnaire.The results showed that:(1)Perceived organization support significantly and positively predicted the teaching mindfulness of special education teachers;(2)relative deprivation played a partially mediating role between organizational support and teaching mindfulness;(3)teaching age moderated special education teachers'perceived organizational support and relative deprivation,and organizational support negatively predicted relative deprivation only in the group of special education teachers with shorter teaching age.Therefore,organizations should start from strengthening instrumental support,reinforcing emotional support,and boosting personalized support,with a view to improving the teaching quality of special education teachers.
关键词
特殊教育教师/教学正念/组织支持感/相对剥夺感/教龄Key words
special education teachers/teaching mindfulness/perceived organizational support/relative deprivation/teaching age引用本文复制引用
基金项目
教育部人文社会科学研究规划基金(2019)(19YJA880086)
自治区社会科学基金(2019)(19BJY114)
新疆师范大学博士科研启动基金(2020)(XINUBS202008)
新疆师范大学科研创新项目(2023)(XJ107622311)
出版年
2024
NETL
NSTL
万方数据