中国教师自主感知对工作满意度的影响：自我效能感的中介作用和学校氛围的调节作用

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2025-08-14 DOI:10.1016/j.stueduc.2025.101498

Zhiyong Xie, Xueqiang Zou

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引用次数: 0

摘要

本研究探讨了教师自主对工作满意度的潜在影响机制，重点研究了教师自我效能感的中介作用和学校氛围的调节作用。利用结构方程模型（SEM）和有调节的中介分析对TALIS 2018上海市教师调查数据进行分析，结果表明：(1)教学自主性直接正向预测工作满意度，直接效应占总效应的76.84 %；(2)教师自我效能感在教学自主性与工作满意度的关系中起重要中介作用，对总效应的贡献率为23.16 %；(3)学校氛围显著调节了自我效能感的中介作用，更积极的学校氛围放大了自我效能感对工作满意度的正向影响。该研究得出结论，提高教师自我效能感和工作满意度在很大程度上取决于培养支持性的学校氛围，以及加强教学自主权。

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How perceived teaching autonomy predicts job satisfaction in China: The mediating role of self-efficacy and the moderating role of school climate

This study investigates the mechanisms by which teaching autonomy potentially influences job satisfaction, focusing on the mediating role of teacher self-efficacy and the moderating effect of school climate. Utilizing structural equation modeling (SEM) and moderated mediation analysis on data from the TALIS 2018 survey of teachers in Shanghai, the results reveal that: (1) teaching autonomy directly and positively predicts job satisfaction, with a direct effect accounting for 76.84 % of the total effect; (2) teacher self-efficacy serves as a crucial mediator in the relationship between teaching autonomy and job satisfaction, contributing to 23.16 % of the total effect; and (3) school climate significantly moderates the mediating role of self-efficacy, with a more positive school climate amplifying the positive impact of self-efficacy on job satisfaction. The study concludes that improving teacher self-efficacy and job satisfaction largely hinges on cultivating a supportive school climate, as well as reinforcing teaching autonomy.

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.