體驗區
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| 篇名 |
工作时间对班主任职业幸福感的影响——基于中国教育追踪调查（CEPS）数据的实证研究
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| 並列篇名 |
The Effect of Head Teacher’s Working Time on Their Occupational Well-being: An Empirical Study Based on the Data from China Education Panel Survey
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| 作者 |
蒯义峰(KUAI Yi-feng)
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| 中文摘要 |
方法和目的：使用中国教育追踪调查的数据，以工作时间与职业幸福感关系的三种观点为理论基础，研究工作时间对班主任职业幸福感的影响，并比较这三种观点的适切性。研究发现：工作总时间、工作总时间的平方项均没能在控制模型的基础上增加模型的解释力，且这两个变量的回归系数也未达显著性；将工作总时间分成不同内容的工作时间进入回归模型时，这些具体工作内容的时间在控制模型的基础上显著增加了模型的解释力，且不同工作内容的时间对班主任职业幸福感的影响在性质上存在差异。研究结论：异质性理论更能有效增加工作时间对班主任职业幸福感的解释力；影响班主任职业幸福感的关键不是工作总时间的长短，而是具体工作内容的时间。
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| 英文摘要 |
Methods and objectives: Based on the data from China Education Panel Survey (CEPS) and three views on the relationship between working time and occupational well-being, this paper analyzes the effect of head teacher’s working time on their occupational well-being, and compares the appropriateness of these three views. Findings: The total working time and square terms of the total working time can not increase the explanatory power of the control model, and the regression coefficients of the two variables are not significant; when the total working time is divided into different content-specific working time to enter the regression model, the time of these specific working contents significantly increases the explanatory power of the control model and the time of these specific working contents on the occupational well-being of class teachers is different in nature. Conclusions: Heterogeneity theory can effectively increase the explanatory power of working time on the occupational well-being of head teachers; the key to affect the occupational well-being of head teachers is not the length of total working time, but the time of specific work content.
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| 頁次 |
036-044
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| 關鍵詞 |
班主任
、工作时间
、职业幸福感
、head teacher
、working time
、occupational well-being
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| 卷期 |
17:4
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| 日期 |
202008
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| 刊名 |
基礎教育
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| 出版單位 |
華東師範大學
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| DOI |
10. 3969/j. issn. 1005-2232. 2020. 04. 004
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