中小学教师职业人格与主观幸福感的关系:工作投入的中介作用
The Relationship between Vocational Personality and Subjective Well-Being in Elementary and Secondary School Teachers: The Mediating Role of Work Engagement

采用问卷调查法，以692名中小学教师作为被试，探讨教师职业人格和主观幸福感的关系及其机制。结果发现：（1）专家型教师在职业人格得分上显著高于新手、熟手型教师，体现出与教师职业更匹配、更具适应性的人格特点；（2）职业人格与主观幸福感正相关显著，职业人格可通过影响工作投入程度进而影响主观幸福感，工作投入在二者之间起部分中介作用；（3）新手、熟手和专家型教师职业人格影响主观幸福感的作用机制存在差异：新手职业人格直接影响主观幸福感，熟手大部分通过工作投入影响主观幸福感，而专家完全通过工作投入影响主观幸福感。研究表明，教师职业人格可通过提高工作投入程度，进而提升其主观幸福感。
The purpose of this study was to explore the relationship between vocational personality and subjective well-being in elementary and secondary school teachers, and test the mediating role of work engagement during this relationship. Totally 692 elementary and secondary school teachers were recruited, and they completed questionnaires relating to vocational personality, subjective well-being, and work engagement. Results showed that:(1) professional teachers manifested more matching with and fitting to teaching environment than novice and proficient teachers in vocational personality; (2) vocational personality was positively correlated with subjective well-being, and this relationship was partially mediated by work engagement; (3) there were differences among novice, proficient, and professional teachers in the relationship between vocational personality and subjective well-being:in the novice teachers, the direct effect was significant, whereas the mediation effect was not significant; in the proficient teachers, both direct and mediation effects were significant; in the professional teachers, the direct effect was not significant, but the mediation effect was significant. This study suggested that vocational personality that more matching with and fitting to teaching environment helps teachers' work engagement, and further leads to higher subjective well-being.