政策满意度、教师支持对免费师范生职业认同的作用:从教动机的中介效应
The Roles of Educational Policy Satisfaction and Faculty Support on Pre-service Teachers' Professional Identity: The Mediating Effect of Teaching Motivation

本研究以733名免费师范生为被试，采用问卷测量法，考察师范生对免费教育政策的满意度、所感知到的教师支持，及其师范生从教动机与职业认同的特点及其相互之间的关系，并检验了从教动机在政策满意度、教师支持与职业认同之间的中介效应。结果表明：（1）师范生在政策满意度、从教动机上存在年级差异，在职业认同上存在年级和性别差异。（2）政策满意度、教师支持、从教动机与职业认同两两之间均呈显著正相关。（3）政策满意度与教师支持对职业认同的直接效应显著，从教动机在政策满意度与职业认同之间、教师支持与职业认同之间均起部分中介作用，其中从教动机对政策满意度的中介效应显著高于对教师支持的中介效应。本研究围绕这些结果进行了讨论，并提出了相应的建议和对策。
The present study investigated the relationships among educational policy satisfaction, faculty support and pre-service teachers' professional identity, examined the mediating effect of teaching motivation on the relationships between educational policy satisfaction and professional identity and between faculty support and professional identity. The sample included 733 pre-service teachers who completed Educational Policy Satisfaction Inventory, Faculty Support Scale, Teaching Motivation Scale and Teacher Professional Identity Scale. The results showed that (1) Grade differences in educational policy satisfaction, teaching motivation and professional identity were significant, gender difference in professional identity was significant. (2) Variables in this study were all significantly correlated with each other. (3) Educational policy satisfaction and faculty support both positively predicted professional identity, teaching motivation partly mediated the relationships between educational policy satisfaction and professional identity and between faculty support and professional identity; moreover, the mediating effect of teaching motivation on the relationship between educational policy satisfaction and professional identity was greater than the mediating effect of teaching motivation on the relationship between faculty support and professional identity. This study discussed these results and proposed corresponding solutions and suggestions.