乡村小学教师的宜人性对留教意愿的影响：多重中介模型
The Impact of Agreeableness on Rural Teacher’s Intention to Stay: A Multiple Mediation Model

DOI: 10.12677/AE.2022.124190, PP. 1215-1222

Keywords: 乡村教师，人格特征，留教意愿，职业倦怠，自我效能感
Rural Teachers, Personality Characteristics, Intention to Stay, Job Burnout, Self-Efficacy

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Abstract:

目的：探究乡村教师人格特征与乡村留教意愿的关系及作用机制，对稳定乡村教师队伍有重要的现实意义。方法：对广东省某市458名乡村教师采用大五人格量表第二版、留教意愿问卷、教师职业倦怠问卷和一般自我效能感问卷进行调查。结果：1) 乡村教师人格中的宜人性显著正向预测乡村教师扎根乡村的留教意愿；2) 教师职业倦怠的去个性化和情感衰竭显著负向预测乡村教师的留教意愿，而教师的自我效能感显著正向预测教师的留教意愿；3) 乡村教师的去个性化、情感衰竭和自我效能感在人格特征中的宜人性与留教意愿间存在并行多重中介效应。结论：乡村教师的宜人性人格既可以直接影响乡村留意愿，也可以通过职业倦怠(去个性化和情感衰竭)和自我效能感间接影响留教意愿。
Objective: The study explored the impact of agreeableness on rural teachers’ intention to stay and mechanism, which has important practical significance for stabilizing rural teachers. Methods: A total of 458 rural teachers were surveyed using the Big Five Inventory-2, intention to stay questionnaire, job burnout questionnaire in primary school teachers, and general self-efficacy scale. Results：1) Rural teacher’s agreeableness significantly and positively predicted intention to stay in rural education; 2) Emotional exhaustion and depersonalization significantly and negatively predicated intention to stay in rural education, in contrast, self-efficacy significantly and positively predicted intention to stay in rural education; 3) Emotional exhaustion, depersonalization and self-efficacy played a partial medicating role between agreeableness and intention to stay in rural teacher. Conclusion: This indicates that agreeableness in rural primary school teachers can not only directly affect intention to stay in rural teachers, but also indirectly affect it through job burnout (depersonalization and emotional exhaustion) and self-efficacy.

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