中国幼儿教师工作家庭冲突、组织承诺与离职倾向的中介模型比较

IF 1.6 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Education for Teaching Pub Date : 2022-11-28 DOI:10.1080/02607476.2022.2150964

Yuanfang Guo, Xiaowei Li

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引用次数: 2

摘要

幼儿教师工作家庭冲突普遍存在，增加了教师离职倾向的风险。然而，工作家庭冲突对离职倾向的影响在初任幼儿教师和资深幼儿教师之间可能存在差异。本研究以726名初任幼儿教师和603名有经验的幼儿教师为研究对象，考察了组织承诺在工作-家庭冲突与离职倾向关系中的中介作用。结果表明:(1)中国初任幼儿教师组织承诺在工作-家庭冲突与离职倾向的关系中起部分中介作用;(2)组织承诺在工作家庭冲突与离职倾向的关系中起完全中介作用。本研究结果对分别设计干预措施以降低初任幼儿教师和有经验幼儿教师的离职倾向具有重要意义。

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Work-family conflict, organisational commitment and turnover intention in Chinese preschool teachers: a comparison of mediation models

ABSTRACT Work-family conflict is prevalent in preschool teachers, which has increased the risk of turnover intention. However, the effect of work-family conflict on turnover intention may be different between beginning preschool teachers and experienced preschool teachers. The present study examined the mediating role of organisational commitment in the relationship between work-family conflict and turnover intention with a sample of 726 beginning preschool teachers and 603 experienced preschool teachers coming from China. Results indicated that (1) Chinese beginning preschool teachers’ organisational commitment played a partial mediating role in the relationship between work-family conflict and turnover intention; (2) organisational commitment fully mediated the relationship between work-family conflict and turnover intention among Chinese experienced preschool teachers. These findings have important implications for devising interventions separately to reduce the turnover intention of beginning and experienced preschool teachers.

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来源期刊

Journal of Education for Teaching EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.50

自引率

10.00%

发文量

期刊介绍： The Journal of Education for Teaching is an established international refereed periodical which publishes original contributions on the subject of teacher education. The journal interprets "teacher education" in the widest sense, to include initial training, in-service education and staff development. The editors welcome scholarly discussions of new issues, reports of research projects or surveys of research work in particular fields, and contributions to current debates in teacher education throughout the world, generally or on specific issues.