幼儿教师正念对职业倦怠的影响——情绪智力和领悟社会支持的链式中介作用

The Effect of Preschool Teachers’ Mindfulness on Job Burnout—The Chain Mediating Effect of Emotional Intelligence and Perceived Social Support

摘要: 目的：为探索幼儿教师正念、情绪智力、领悟社会支持对职业倦怠的影响机制，方法：选用幼儿教师正念量表、情绪智力量表、领悟社会支持量表和教师职业倦怠量表对480名幼儿教师进行调查。结果：(1) 幼儿教师的正念水平能够有效地预示他们的职业倦怠程度；(2) 情绪智力和领悟社会支持是幼儿教师正念与其职业倦怠之间的关键因素，也就是说，通过调节情绪智力或领悟社会支持，正念能以一种间接的方式影响到他们的职业倦怠；(3) 幼儿教师正念水平对其职业倦怠产生影响，并且在此影响中情绪智力和领悟社会支持在两者之间存在链式中介关系。结论：正念不仅可以直接影响情绪智力进而影响领悟社会支持的感知，还可以进一步间接地影响到工作的倦怠感，对于减轻幼儿教师的职业倦怠有着深远且重要的理论及实际应用价值。

Abstract: Objective: To explore the influence mechanism of preschool teachers’ mindfulness, emotional intelligence and perceived social support on job burnout. Methods: 480 preschool teachers were investigated by using preschool teachers’ mindfulness scale, emotional intelligence scale, perceived social support scale and teacher burnout scale. Results: (1) Preschool teachers’ mindfulness level can effectively predict their degree of job burnout; (2) Emotional intelligence and perceived social support are the key factors between preschool teachers’ mindfulness and job burnout. That is to say, mindfulness can affect their job burnout in an indirect way by regulating emotional intelligence or perceived social support. (3) The level of mindfulness of preschool teachers has an impact on their job burnout, and there is a chain mediating relationship between emotional intelligence and perceived social support in this influence. Conclusion: Mindfulness can not only directly affect emotional intelligence and then affect the perception of perceived social support, but also further indirectly affect the sense of job burnout. It has far-reaching and important theoretical and practical application value for reducing the job burnout of preschool teachers.