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目的:探讨中学校长与中学普通教师的职业倦怠及其保护性因素。方法:采用Maslach教师职业倦怠问卷(MBI-ES)中文修订版、自我和谐量表(SCCS)和人际信任量表对240名中学校长和350名普通教师进行施测。结果:①中学校长的职业倦怠程度显著低于中学普通教师(P1<0.00,),而其自我和谐、人际信任得分显著高于中学普通教师(P2<0.001,P3<0.001)。②身份变量(校长、普通教师)能显著的预测职业倦怠得分(P<0.001),自我和谐对职业倦怠也有显著预测作用(P1<0.001,P2<0.001,P3<0.05),但人际信任对职业倦怠的预测不显著。③路径分析:对于中学校长群体,人际信任能显著的直接预测职业倦怠(P<0.001),自我不和谐因素起部分中介作用;而对于中学普通教师群体,人际信任对职业倦怠的直接预测不显著,自我不和谐因素起完全中介作用。结论:中学校长的职业倦怠显著低于中学普通教师,自我和谐与人际信任作为保护性因素分别在两群体中有着不同的作用机制。
Objective: To explore the job burnout and protective factors of middle school principals and middle school ordinary teachers. Methods: 240 middle school principals and 350 general teachers were tested with the Maslach Teacher Burnout Questionnaire (MBI-ES), Chinese Revised Edition, Self-Consistency Scale (SCCS) and Interpersonal Trust Scale. Results: ①The principal job burnout of secondary school teachers is significantly lower than that of secondary school teachers (P1 <0.00, P <0.001), but their self-consistency and interpersonal trust scores are significantly higher than those of secondary school teachers (P <0.001, P <0.001). (P <0.001). Self-consistency also significantly predicted job burnout (P <0.001, P <0.001, P <0.05), but interpersonal trust was positively associated with job burnout Burnout prediction is not significant. (3) Path analysis: Interpersonal trust can directly predict job burnout (P <0.001) and self-discordant factors play an intermediary role in middle school principals. For interpersonal trust, there is no significant direct interpersonal trust in job burnout , Self-discordant factors play a complete intermediary role. Conclusion: The occupational burnout of middle school principals is significantly lower than that of middle school ordinary teachers. Self-harmony and interpersonal trust, as protective factors, have different mechanisms of action in the two groups.