幼儿教师职业承诺对工作绩效的影响:职业幸福感的中介作用
Effects of Occupational Commitment on Job Performance among Kindergarten Teachers:Mediating Effect of Occupational Well-being

为探索幼儿教师职业承诺和职业幸福感对工作绩效的影响,选取川渝两地幼儿教师328名,用幼儿教师职业幸福感量表(KTOWBS)、教师职业承诺问卷(TOCQ)、教师工作绩效量表(TJPS)进行调查。结果表明:(1)控制学校性质、工作时间、每月收入、教师年龄以及教龄影响后,幼儿教师情感承诺和规范承诺分别对工作绩效有显著的积极影响,继续承诺则对工作绩效有显著的消极影响;(2)幼儿教师职业幸福感在情感承诺、规范承诺和继续承诺对工作绩效的影响中起部分中介作用。以上研究结果对保护和提高幼儿教师工作绩效具有重要理论价值和实践意义。
This study aimed at exploring the effects of occupational commitment and occupational well-being on job performance among kindergarten teachers. Participants were 328 kindergarten teachers in Sichuan Province and Chongqing City who completed a set of questionnaires including kindergarten teachers' occupational well-being scale(KTOWBS), teachers' occupational commitment questionnaire(TOCQ), and teachers' job performance scale(TJPS). The results showed that:(1) Kindergarten teachers' affective commitment and normative commitment had significantly positive effects on job performance, and kindergarten teachers' continuance commitment had significantly negative effect on job performance after controlling for types of kindergarten, working hours per day, monthly income, age and teaching age.(2) Kindergarten teachers' occupational well-being partially mediated the effects of affective commitment, normative commitment and continuance commitment on job performance. These results may contribute to improvement of job performance among kindergarten teachers.