职业倦怠与自我和谐、人际信任的关系研究：中学校长与一般教师的对比

Job Burnout has been a focus of the Occupational Stress Research. As a typical,helping occupation, teacher has attracted widely attention and researches in the areas of pedagogy and psychology. The special subgroup of teacher, headmasters who are the elites of the Basic Education, is ignored. The research about principals’ Job Burnout is nearly blank after analyzing related documents and information. With the development of the society, people pay more and more attention to the education and put more demands on the headmasters, especially middle-school principals. They are required not only to be good educators, who are equipped with all the inner qualities as a teacher, but also good managers. So the main purpose of this research was to compare the principal group with ordinary teacher group, and reveal underling factors, such as background variables and psychological protection variables. A representative sample of Wenzhou middle school principals sized 192 and a sample of middle school teacher sized 302 were sampled from various schools. The educational version of burnout inventory, self consistency scale, and interpersonal trust scale were administrated to the two samples, together with some demographic variables of interest. The applicability and equivalence of the three instruments used in this study were checked. Based on well-established reliability and cross-sample congruence of measures, the difference between principals and teachers was test. Then the contributing factors were analysis gradually. The five background variables were examined one by one in the two samples separately. A multiple covariance analysis was conducted to test whether there remained any difference between these two samples on the variables of interest. Regression analysis was used to further control the effect of self harmony and interpersonal trust to test the difference between two samples. Mediating analysis was conducted to build the relationship among the three constructs. The main results of the research were stated as following: 1. The internal consistency coefficients of all the scales were good, and no difference exited between the two groups. The measurement equivalence of three instruments was established well. The measures could be applied to and comparing the two samples. 2. The self-harmony, and interpersonal trust of principals were better than the ordinary middle-school teachers. Job Burnout of principals was significant lower than teachers. 3. Demographic variables like the gender, age groups, income levels, disricts, and the type of school, were important influencing factors. The difference patterns of the variables on these five variables in two samples had similarity and distinction. 4. After controlling the background variables, there remained significant difference between principals and teachers on the variables of interest. 5. Job Burnout negatively correlated with self-harmony and interpersonal trust. That is to say，the lower the degree of self-harmony and interpersonal are, the serious of the Job Burnout is, The correlation between the self-harmony and the interpersonal trust was positive. 6. After statistically controlling the background variables and psychological variables, there still exited significant difference between two groups of this study. Also, self harmony and interpersonal trust were significant protection predictors to different aspect of job burnout. 7. Mediating analysis was conducted to the residual score of the three constructs after controlling the five variables and group membership. Self harmony partially mediated the relationship between interpersonal trust and job burnout. That is, interpersonal trust had indirect effect to burnout mediated by self harmony, also had direct effect to burnout.

职业倦怠是指由职业压力引起的以身心极度疲惫为标志的综合反应。职业倦怠常常发生于从事助人职业的个体身上，它的主要特点是对服务对象的冷漠和不负责任、情绪和身体的衰竭感以及各种各样的身心症状，如疲劳、易激惹、焦虑和抑郁等。 本研究以198名中学校长与302名中学一般教师为研究对象，通过实验研究的方法，分别检验职业倦怠、自我和谐及人际信任量表在这两个群体中的信、效度，并通过职业倦怠、自我和谐及人际信任比较，探讨自我和谐与人际信任对职业倦怠水平的影响。结果发现： 一、三个量表在校长群体与一般教师群体的信度较好，并没有显著性差异，三个量表的结构等值性较好，可以用于两个群体的研究。 二、校长群体在职业倦怠及分量表与自我和谐及分量表、人际信任等方面都要显著的好于一般教师，中学一般教师的职业倦怠程度要显著地高于中学校长。 三、性别、年龄、收入水平、学校地区及学校类型等人口统计学变量是影响中学校长与一般教师职业倦怠、自我和谐及人际信任的的重要因素。 四、在控制基本人口统计学变量之后，中学校长与一般教师在职业倦怠与自我和谐、人际信任等方面依然存在不同程度的差异。 五、中学校长与一般教师的职业倦怠与自我和谐之间存在显著的正相关，即自我越不和谐，职业倦怠程度越严重；中学校长与一般教师的职业倦怠与人际信任之间存在显著的负相关，即人际信任程度越高，职业倦怠程度越轻；中学校长与一般教师的自我和谐与人际信任之间也存在显著的负相关，即自我越不和谐程度越高，人际信任程度就越低。 六、自我和谐与人际信任作为保护性因素对中学校长与一般教师的职业倦怠具有预测作用。 七、在排除五个背景变量以及被试身份的条件下，自我和谐作为中介变量，部分中介人际信任与职业倦怠之间的关系。即人际信任程度越高，有利于个体的自我和谐，从而缓解职业倦怠，同时人际信任对职业倦怠的直接效应依然显著。