【摘要】：本研究結(jié)合當(dāng)代特殊教育教師的現(xiàn)實(shí)生活環(huán)境,對(duì)特殊教育教師情緒勞動(dòng)、應(yīng)對(duì)方式及職業(yè)壓力狀況進(jìn)行調(diào)查,從應(yīng)對(duì)方式角度研究特殊教育教師情緒勞動(dòng)與職業(yè)壓力的關(guān)系,探明應(yīng)對(duì)方式在特殊教育教師情緒勞動(dòng)和職業(yè)壓力發(fā)展中的作用,研究的結(jié)果為教育部門(mén)出臺(tái)相關(guān)政策提實(shí)證研究依據(jù),為緩解教師職業(yè)壓力和提高教師的教學(xué)質(zhì)量等實(shí)踐工作提供理論和實(shí)證研究基礎(chǔ)。本研究以360名特殊教育教師為對(duì)象,采用《情緒勞動(dòng)測(cè)量量表》、《應(yīng)對(duì)方式測(cè)量量表》、《職業(yè)壓力測(cè)量量表》,運(yùn)用方差分析、相關(guān)分析、多元回歸分析等統(tǒng)計(jì)方法,分析特殊教育教師情緒勞動(dòng)、應(yīng)對(duì)方式及職業(yè)壓力的關(guān)系,得出以下結(jié)論:(1)在情緒勞動(dòng)的各維度中,男教師的表面行為顯著高于女性;女教師被動(dòng)深度行為顯著高于男教師;在應(yīng)對(duì)方式的兩個(gè)維度中,女教師的積極應(yīng)對(duì)高于男教師;特殊教育教師的職業(yè)壓力在性別上不存在顯著差異。(2)在情緒勞動(dòng)的各維度中,除了在表面行為的維度上特殊教育教師的職稱(chēng)無(wú)差異顯著外,其余的兩個(gè)維度均有顯著差異。應(yīng)對(duì)方式的兩個(gè)維度均有差異,在積極應(yīng)對(duì)的維度上,小教三級(jí)的特殊教師顯著性低于其他職稱(chēng),在消極應(yīng)對(duì)的維度上,小教二級(jí)、中教二級(jí)及中教高級(jí)的特殊教育教師顯著性低于小教高級(jí)的特殊教師。特殊教育教師的職業(yè)壓力在職稱(chēng)上無(wú)差異。(3)特殊教育教師的職業(yè)壓力總分與主動(dòng)深度行為及被動(dòng)深度行為存在顯著負(fù)相關(guān),職業(yè)壓力總分與表面行為存在顯著正相關(guān)。專(zhuān)業(yè)發(fā)展壓力與主動(dòng)深度行為、被動(dòng)深度行為、情緒勞動(dòng)總分均存在顯著負(fù)相關(guān),專(zhuān)業(yè)發(fā)展壓力與表面行為存在顯著正相關(guān)。社會(huì)及學(xué)校評(píng)價(jià)壓力與被動(dòng)深度行為存在顯著負(fù)相關(guān),社會(huì)及學(xué)校評(píng)價(jià)壓力與表面行為存在顯著正相關(guān)。(4)特殊教育教師的工作負(fù)擔(dān)壓力及專(zhuān)業(yè)發(fā)展壓力、職業(yè)壓力總分與積極應(yīng)對(duì)均存在顯著負(fù)相關(guān)。學(xué)生問(wèn)題行為對(duì)應(yīng)對(duì)方式的各因子均有好的預(yù)測(cè)作用。工作負(fù)擔(dān)壓力對(duì)應(yīng)對(duì)方式的各因子均有好的預(yù)測(cè)作用。(5)特殊教育教師的職業(yè)壓力既直接影響情緒勞動(dòng),又通過(guò)應(yīng)對(duì)方式間接影響情緒勞動(dòng)。應(yīng)對(duì)方式在情緒勞動(dòng)和職業(yè)壓力間的中介作用分析中發(fā)現(xiàn):消極應(yīng)對(duì)在職業(yè)壓力與表面行為間存在完全中介作用,積極應(yīng)對(duì)在職業(yè)壓力與主動(dòng)深度行為、被動(dòng)深度行為間存在部分中介作用。
[Abstract]:The present study investigates the emotional labor, coping style and occupational stress of special education teachers, and studies the relationship between emotional labor and professional pressure from the perspective of coping style. To explore the role of coping styles in the development of emotional labor and professional pressure of special education teachers. It provides theoretical and empirical research basis for relieving teachers' professional pressure and improving teachers' teaching quality. In this study, 360 special education teachers were investigated by using emotional Labor scale, coping style scale, Occupational stress scale, Variance Analysis, correlation Analysis, multiple regression Analysis and other statistical methods. This paper analyzes the relationship among emotional labor, coping style and occupational stress of special education teachers, and draws the following conclusions: (1) in each dimension of emotional labor, male teachers' superficial behavior is significantly higher than that of women, female teachers' passive depth behavior is significantly higher than male teachers'; In the two dimensions of coping style, the positive coping of female teachers is higher than that of male teachers, and the occupational stress of special education teachers has no significant difference in gender. (2) in each dimension of emotional labor, there is no significant difference between female teachers and male teachers. Except that there is no significant difference in the professional titles of special education teachers in the dimension of superficial behavior, there are significant differences between the other two dimensions. There are differences in the two dimensions of coping style. In the positive coping dimension, the special teachers in the primary education level are significantly lower than those in other professional titles, and in the negative coping dimension, the primary education level is second. The special education teachers of secondary and senior secondary education are significantly lower than the special teachers of junior high education. (3) the total score of professional stress of special education teachers has significant negative correlation with active depth behavior and passive depth behavior, and there is a significant positive correlation between the total score of professional stress and superficial behavior. There was a significant negative correlation between professional development stress and active depth behavior, passive depth behavior, total score of emotional labor, and significant positive correlation between professional development stress and surface behavior. There was a significant negative correlation between social and school evaluation stress and passive depth behavior, and there was a significant positive correlation between social and school evaluation stress and superficial behavior. (4) work burden stress and professional development pressure of special education teachers; There was a significant negative correlation between the total score of occupational stress and positive coping. Student problem behavior has a good predictive effect on all factors of coping style. (5) Occupational stress of special education teachers not only directly affects emotional labor, but also indirectly affects emotional labor through coping style. In the analysis of the mediating effect between emotional labor and occupational stress, it is found that negative coping has a complete mediating role between occupational stress and superficial behavior, and actively coping with occupational stress and active deep behavior. There are some mediations between passive depth behaviors.
【學(xué)位授予單位】：濟(jì)南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G760

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