本文通过实证调研工作压力和社会支持对高校教师工作绩效的影响后发现:(1)高校教师的工作压力较高,特别是高工作要求低收入、工作量大工作时间长而产生的压力;教师获得的社会支持较多来源于家人和朋友,来自上级和组织的支持较少;社会支持形式多为情感支持,工具支持和信息支持较少。(2)五种压力源与压力症状具有显著正相关;工作量大时间长压力源与关系绩效显著负相关;高工作要求低收入、工作量大时间长与任务绩效显著负相关。(3)工作压力源、社会支持对压力症状具有一定的预测作用, 压力症状是工作压力源与社会支持作用于工作绩效的中介变量。(4)社会支持对关系绩效有显著直接影响,对任务绩效没显著直接影响。文章最后根据实证分析结果,从学校、主管领导、家人、朋友和自身等五个方面提出高校教师压力管理和社会支持对策建议。
Abstract
Through the empirical investigation, the effect of social support and work stress on college teachers' job performance is studied. Results are as follows: (1) College teachers' work stress is higher, the stress is caused by high job demand, low pay, and long working hours for teaching and scientific research; teachers get more social support from families and friends rather than from colleagues and superiors. And they get more emotional support, less instrumental support and informational support from society. (2) Five dimensions of work stressor are significantly positive correlated with the symptom of stress. The work stressor due to heavy workload and long working hours is significantly negative correlated with the contextual performance; while high job demand, low pay, heavy workload, and long working hours are significantly negative correlated with task performance. (3) Both work stressor and social support possess the certain prediction function on the symptoms of stress; the symptoms are the intermediary variables affecting the work performance by work stressor and social support. (4) Social support has a directly positive effect on contextual performance, however not on task performance. Finally, according to the results of empirical analysis, from the five aspects of school, leadership, family, friend, and oneself, the measures for improving the work stress management and social support for college teachers are put forward.
关键词
工作压力 /
社会支持 /
高校教师 /
压力症状 /
工作绩效
Key words
work stress /
social support /
college teacher /
the symptom of stress /
job performance
{{custom_sec.title}}
{{custom_sec.title}}
{{custom_sec.content}}
参考文献
1] 陆昌勤."21世纪的流感":幸福的杀手[J].人民论坛,2006,6/B:16-18.
[2] 曾晓娟,刘元芳.高校教师工作压力研究的进展与问题[J].黑龙江高教研究,2011(1):82-85.
[3] Love,K.M.,Tatman,A.W.,Chapman,B.P. Role stress, interrole conflict, and satisfaction among university employees: the creation and test of a model[J].Journal of employment counseling,2010,47:30-37.
[4] Mcclenahan,C.A.,Giles,M.L.,Mallett,J. The importance of context specificity in work stress research:A test of the demand-control-support model in academics[J].Work&Stress,2007,21(1):85-95.
[5] 李虹.高校教师工作压力量表的编制及其信效度指标[J].心理发展与教育,2005(4):105-109.
[6] 肖水源.《社会支持评定量表》的理论基础与研究应用[J].临床精神医学杂志,1994,4(2):98-100.
[7] Orpen,C.Social support as a moderator of the effect of work stress in personal strain among black employees in South Africa[J].The Journal of Social Psychology,1991,132(2):269-270.
[8] Ota,A., et al. Psychosocial job characteristics and insomnia: A prospective cohort study using the Demand-Control-Support and Effort Reward imbalance work stress models[J].Sleep Medicine,2009,10:1112-1117.
[9] Beehr,T.A.,Bowling,N.A.,Bennett,M.M. Occupational stress and failures of social support: When helping hurts[J]. Journal of Occupational Health Psychology, 2010,15(1):45-59.
[10][JP4]Boyd,C.M.,et al.A longitudinal test of the job demands-resources model among Australian univertisy academics[J].Applied Psychology: An International Review,2011,60(1):112-140.
[11] Ford,D.L.Facets of work support and employee work outcomes: An exploratory analysis[J].Journal of Management,1985,11(3):5-20.
基金
浙江工业大学人文社科预研项目"工作压力和社会支持对科技人才自我效能感及行为表现的影响机制研究"(1103122023708);教育部人文社科青年基金项目(09YJC630206);浙江省软科学项目(2011C35005)。
PDF(948 KB)
