摘要
运用元分析方法对二十一世纪以来教师情绪智力与教师职业倦怠的关系进行探讨。通过文献检索,共纳入中英文文献30篇,总样本量为9720。研究发现,整体上教师情绪智力与教师职业倦怠呈现中等强度的负相关(r=-0.306)。教师情绪智力得分越高,越不容易感受到职业倦怠。职业倦怠三个维度与情绪智力的相关系数由高到低分别是:低个人成就感>去个性化>情绪衰竭。通过对情绪智力的测量工具、被试类型、文化背景等的调节效应分析发现:不同情绪智力测量工具对情绪智力与职业倦怠关系有显著影响,中国文化背景下,教师情绪智力与职业倦怠的关系更强。教师情绪智力与职业倦怠关系的相关研究体现了后现代主义对教师角色的重新审视,对于教师情绪智力的关注和相关研究的涌现将为教师发展理念带来新的转向。
This paper attempts to study the relationship between teachers＇ emotional intelligence and their job burnout using the methodology of meta-analysis based on the researches from 21 century. 30 researches were collected through literature review and the total sample size is 9720. The results show that： there is a moderate negative correlation（ r =-0. 307） between teachers＇ emotional intelligence and job burnout. The correlation coefficient between three dimensions of job burnout and emotional intelligence is reduced personal accomplishment,depersonalization and emotional exhaustion from high to low. Different emotional intelligence measurement tools and different culture context have significant influence on correlation coefficient. Researches on the relationship between teacher emotional intelligence and burnout reflect a new appraisal of post-modernist teacher development and will bring a new turn to teacher development ideas.
作者
郑楚楚
郭力平
ZHENG Chu-chu;GUO Li-ping(Faculty of Education,East China Normal University,Shanghai,20062,China)
出处
《教师教育研究》
CSSCI
北大核心
2018年第4期114-121,共8页
Teacher Education Research
关键词
教师
情绪智力
职业倦怠
元分析
teachers
emotional intelligence
burnout
meta-analysis
