李永占. 幼儿园教师情绪智力与工作投入的关系研究[J]. 环境与职业医学, 2016, 33(8): 763-767. DOI: 10.13213/j.cnki.jeom.2016.15624
引用本文: 李永占. 幼儿园教师情绪智力与工作投入的关系研究[J]. 环境与职业医学, 2016, 33(8): 763-767. DOI: 10.13213/j.cnki.jeom.2016.15624
LI Yong-zhan. Relationship Between Emotional Intelligence and Work Engagement Among Preschool Teachers[J]. Journal of Environmental and Occupational Medicine, 2016, 33(8): 763-767. DOI: 10.13213/j.cnki.jeom.2016.15624
Citation: LI Yong-zhan. Relationship Between Emotional Intelligence and Work Engagement Among Preschool Teachers[J]. Journal of Environmental and Occupational Medicine, 2016, 33(8): 763-767. DOI: 10.13213/j.cnki.jeom.2016.15624

幼儿园教师情绪智力与工作投入的关系研究

Relationship Between Emotional Intelligence and Work Engagement Among Preschool Teachers

  • 摘要: 目的

    考察幼儿教师情绪智力状况及其与工作投入的关系。

    方法

    采用Wong和Law情绪智力量表(WLEIS)和Utrecht工作投入量表(UWES),整群随机抽取河南省三市15所幼儿园306名教师进行调查,用结构方程模型验证情绪智力对工作投入的关联性。

    结果

    公立幼儿园教师评估他人情绪及情绪控制的能力均明显高于私立幼儿园教师(4.68±1.48 vs 4.18±1.14,4.42±1.28 vs 3.83±1.70,均P < 0.05)。公立幼儿园教师在工作投入的活力和专注两个维度上均高于私立幼儿园教师(3.84±1.78 vs 3.34±1.54,3.34±1.45 vs 2.73±1.58,均P < 0.05)。幼儿教师情绪智力各维度与工作投入各维度呈正相关(相关系数r在0.15~0.47之间,均P < 0.05)。幼儿教师总体情绪智力及其各维度均对工作投入有正向关联(b在0.17~0.26之间,P < 0.01)。

    结论

    幼儿教师情绪智力对其工作投入有明显的影响,培养幼儿教师,尤其是私立幼儿园教师的情绪智力是提高教师工作投入的重要途径。

     

    Abstract: Objective

    To examine the relationship between emotional intelligence and work engagement among preschool teachers.

    Methods

    A total of 306 preschool teachers in 15 kindergartens were selected by stratified random sampling from three cities of Henan Province and asked to complete the Wong and Law Emotional Intelligence Scale(WLEIS) and the Utrecht Work Engagement Scale(UWES). Structural equation modeling was applied to validate whether emotional intelligence was associated with work engagement.

    Results

    The preschool teachers in public kindergartens had higher scores of appraising other's emotions and regulation of emotion than those in private kindergartens(4.68±1.48 vs 4.18±1.14, 4.42±1.28 vs 3.83±1.70, both Ps < 0.05). In addition, the preschool teachers in public kindergartens were higher in the scores of vigor and absorption dimensions of work engagement than those in private kindergartens(3.84±1.78 vs 3.34±1.54, 3.34±1.45 vs 2.73±1.58, both Ps < 0.05). All scores of dimensions of emotional intelligence were positively correlated with the score of work engagement among the preschool teachers Pearson correlation coefficients(r) were between 0.15 and 0.47, all Ps < 0.05. The overall emotional intelligence and all its dimensions were associated with work engagement positively(the values of b were between 0.17 and 0.26, P < 0.01).

    Conclusion

    Preschool teachers' emotional intelligence influences significantly their work engagement, so to cultivate their emotional intelligence is an important way to improve their work engagement, especially for those in private kindergartens.

     

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