Moderating effect of work stress on the relationship between workload and professional identity among in-service teachers

被引：10

作者：

Zhao, Yuyang ^{[1
,5
]}

Sang, Biao ^{[2
,3
]}

Ding, Cody ^{[4
]}

Li, Tingzhou ^{[3
,5
]}

Wu, Jing ^{[3
]}

Xia, Yu ^{[3
]}

机构：

[1] Shanghai Univ, Shanghai, Peoples R China

[2] Shanghai Acad Educ Sci, Lab Educ Big Data & Policymaking, Shanghai, Peoples R China

[3] East China Normal Univ, Shanghai, Peoples R China

[4] Univ Missouri, St Louis, MO 63121 USA

[5] Room 311 2 Bldg,333 Nanchen Rd, Shanghai, Peoples R China

来源：

CURRENT PSYCHOLOGY | 2023年 / 42卷 / 29期

关键词：

Workload; Work stress; Teachers' professional identity; In-service teacher; EDUCATION; BURNOUT; SATISFACTION; EMOTIONS; DILEMMAS; RETURNS; HEALTH;

D O I：

10.1007/s12144-022-03639-1

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

This study examined the moderating effect of work stress on the association between teachers' workload and professional identity. We hypothesized that teachers who report low workload with low work stress would present high professional identity, teachers who report high workload with high work stress would present low professional identity, and teachers with high work stress would present low professional identity. The model was tested using PROCESS macro in SPSS based on a large sample of 18,227 teachers from rural areas in five provinces of China. Results indicated that teachers' work stress negatively affected the relationship between workload and professional identity. Contributions and implications for practice are discussed.

引用

页码：25822 / 25831

页数：10

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