小学女教师工作负担、工作-家庭干涉、情感承诺与离职倾向：基于实在主义社会理论的结构方程建模

doi:10.16382/j.cnki.1000-5560.2023.09.004

摘要/Abstract

摘要：

教师工作负担已成为目前教育政策关注的重点问题之一。随着教师工作的日趋复杂，教师工作负担的构成对其工作表现产生了何种影响值得关注。基于实在主义社会理论，本研究通过对海南省十三所小学女教师的调查，探究其工作负担、工作-家庭干涉、情感承诺与离职倾向之间的关系。研究发现，小学女教师工作负担中的教学实践时间、学生生活时间和杂事时间直接或间接（以工作-家庭干涉和情感承诺为中介变量）影响其离职倾向，而专业发展时间和行政管理时间则无显著影响。本研究在教师的心理干预、合作和自主权赋予方面提出了启示。

关键词: 实在主义社会理论, 教师工作负担, 杂事, 工作-家庭干涉, 离职倾向

Abstract:

China’s education policy has placed emphasis on teacher workload. Along with the increasing complexity of teachers’ work, it is essential to note the impact of workload components on their job performance. Based on Archer’s realist social theory, this study explores the relationships between teacher workload, work-family interference, affective commitment, and turnover intention through a questionnaire survey of primary female teachers in 13 primary schools in Hainan Province. The results indicate that participants’ time spent on teaching practice, with students, and on miscellaneous tasks had direct or indirect effects on their turnover intention, whereas time spent on professional development and administrative/management tasks had no significant effect. The research presented both theoretical and practical implications in view of its findings.

Key words: realist social theory, teacher workload, miscellaneous task, work-family interference, turnover intention

周深几, 徐淼, 王恒. 小学女教师工作负担、工作-家庭干涉、情感承诺与离职倾向：基于实在主义社会理论的结构方程建模[J]. 华东师范大学学报(教育科学版), 2023, 41(9): 56-70.

Shenji Zhou, Miao Xu, Heng Wang. Primary Female Teachers’ Workload, Work-family Interference, Affective Commitment, and Turnover Intention: Structural Equation Modeling from a Realist Social Theory Perspective[J]. Journal of East China Normal University(Educational Sciences), 2023, 41(9): 56-70.

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表 5

结构方程模型的标准化总效应、直接效应和间接效应总间接"

工作任务时间	路径	效应值	标准误	p	95%置信区间
工作任务时间	路径	效应值	标准误	p	下限	上限
教学实践时间	总效应	?0.001	0.038	0.978	?0.079	0.072
	直接效应	?0.077	0.033	0.019*	?0.143	?0.014
	总间接效应	0.076	0.023	0.001**	0.031	0.121
	→工作-家庭干涉→离职倾向	0.072	0.015	0.026*	0.044	0.103
	→情感承诺→离职倾向	?0.016	0.015	0.310	?0.046	0.016
	→工作-家庭干涉→情感承诺→离职倾向	0.019	0.005	0.000***	0.011	0.032
专业发展时间	总效应	0.008	0.036	0.820	?0.063	0.076
	直接效应	0.009	0.035	0.794	?0.069	0.071
	总间接效应	?0.001	0.021	0.957	?0.043	0.041
	→工作-家庭干涉→离职倾向	?0.007	0.014	0.620	?0.037	0.026
	→情感承诺→离职倾向	0.008	0.016	0.634	?0.021	0.043
	→工作-家庭干涉→情感承诺→离职倾向	?0.002	0.004	0.623	?0.010	0.005
行政管理时间	总效应	0.012	0.044	0.786	?0.068	0.104
	直接效应	?0.006	0.034	0.861	?0.069	0.065
	总间接效应	0.018	0.027	0.511	?0.035	0.074
	→工作-家庭干涉→离职倾向	0.024	0.016	0.130	?0.007	0.055
	→情感承诺→离职倾向	?0.012	0.016	0.447	?0.042	0.022
	→工作-家庭干涉→情感承诺→离职倾向	0.006	0.004	0.146	?0.001	0.016
学生生活时间	总效应	?0.035	0.041	0.393	?0.113	0.046
	直接效应	0.053	0.036	0.141	?0.015	0.128
	总间接效应	?0.088	0.023	0.000***	?0.133	?0.044
	→工作-家庭干涉→离职倾向	?0.041	0.015	0.008**	?0.074	?0.012
	→情感承诺→离职倾向	?0.036	0.015	0.020*	?0.068	?0.008
	→工作-家庭干涉→情感承诺→离职倾向	?0.011	0.005	0.019*	?0.022	?0.003
杂事时间	总效应	0.210	0.045	0.000***	0.124	0.301
	直接效应	0.078	0.037	0.036*	0.003	0.150
	总间接效应	0.132	0.016	0.000***	0.082	0.187
	→工作-家庭干涉→离职倾向	0.089	0.016	0.000***	0.062	0.123
	→情感承诺→离职倾向	0.019	0.019	0.302	?0.013	0.059
	→工作-家庭干涉→情感承诺→离职倾向	0.024	0.006	0.000***	0.014	0.038

表 5

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工作类型	具体工作	工作时间（小时）			时间占比	类型总计
工作类型	具体工作	均值	标准差	差异系数	时间占比	类型总计
教学实践	独自备课	6.50	5.41	0.83	16.17%	25.01 (62.26%)
	上课	7.93	2.68	0.34	19.75%
	辅导学生或与学生谈话	3.03	2.31	0.76	7.54%
	批改作业或试卷	7.55	5.51	0.73	18.79%
专业发展	参加培训	3.79	4.32	1.14	9.45%	6.70 (16.69%)
专业发展	跟其他老师一起合作研讨	2.91	2.39	0.82	7.24%	6.70 (16.69%)
行政管理	承担行政管理工作	2.90	5.28	1.82	7.21%	2.90 (7.22%)
学生生活	与家长沟通或交流	2.21	1.85	0.84	5.49%	2.48 (6.18%)
学生生活	去宿舍查房	0.28	0.88	3.20	0.69%	2.48 (6.18%)
杂事	处理学校中的各种杂事	3.08	3.53	1.15	7.66%	3.08 (7.66%)

	1	2	3	4	5	6	7	8
1. 工作-家庭干涉	1
2. 情感承诺	?0.294***	1
3. 离职倾向	0.380***	?0.456***	1
4. 教学实践时间	0.204***	0.005	?0.005	1
5. 专业发展时间	0.014	?0.001	0.022	0.179***	1
6. 行政管理时间	0.136***	?0.013	0.050	0.033	0.062	1
7. 学生生活时间	0.055	0.054	0.007	0.352***	0.246***	0.077*	1
8. 杂事时间	0.278***	?0.120***	0.184***	0.208***	0.098**	0.421**	0.208**	1
平均值（M）	4.00	5.28	4.45	25.01	6.70	2.90	2.48	3.08
标准差（SD）	1.38	0.80	0.93	10.90	5.20	5.28	2.09	3.53

	模型1	模型2	模型3	模型4	模型5
教学实践时间	?0.015 (0.003)
专业发展时间		0.019 (0.007)
行政管理时间			0.052 (0.007)
学生生活时间				0.023 (0.019)
杂事时间					0.159*** (0.011)
个体层面控制变量	√	√	√	√	√
连续项	√	√	√	√	√
学校层面固定效应	√	√	√	√	√
样本量	906	906	906	906	906
R²	0.089	0.089	0.091	0.089	0.113

	收敛效度检验			区分效度检验
	因子载荷范围	CR	AVE	1	2	3
1. 工作-家庭干涉	0.74~0.91	0.923	0.751	0.751
2. 情感承诺	0.68~0.89	0.889	0.669	0.086	0.669
3. 离职倾向	0.48~0.88	0.826	0.555	0.144	0.208	0.555
建议值	>0.4	>0.7	>0.5	对角线数字大于对应的行和列

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[2]	王涛, 李梦琢, 刘善槐, 张雪. 乡村振兴背景下农村幼儿教师离职倾向的影响机制研究——基于有调节的中介效应分析[J]. 华东师范大学学报(教育科学版), 2022, 40(6): 82-96.