了解教师的消极工作行为:追溯个人、职业和组织因素

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Psychology in the Schools Pub Date : 2024-07-08 DOI:10.1002/pits.23279
Farshad Ghasemi, Keith C. Herman
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引用次数: 0

摘要

尽管对适得其反的工作行为(CWB)的前因和后果进行了广泛的研究,但在教育环境和教师中导致这种行为的因素尚未得到充分解决。本研究以在伊朗公立学校(270 人)、私立学校(302 人)和其他教育机构(319 人)工作的中学教师为对象,从个人(年龄、性别和感知的公正性)、职业(人际冲突和工作时间)和组织(工作内容、班级规模和教学环境)三个层面探讨了与 CWB 相关的因素。研究发现,CWB 与正义感较低的年轻男教师之间存在显著关系,但影响程度较小。研究结果还表明,在公共部门,职业变量与 CWB 呈线性趋势。随着工作时间和班级规模的增加,CWB 的参与度也随之增加。心理需求与 CWB 之间存在很强的正相关,而社会支持和决策空间与教师类别的显著差异之间存在负相关。层次回归分析证实了这些变量对 CWB 差异的显著影响。根据研究结果,讨论了学校心理学家、行政人员和教师教育工作者应采取的政策和策略,以减少功能失调行为,并最终创建促进教师工作承诺和提供高质量教育的学校环境。
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Understanding teacher counterproductive work behavior: Tracing individual, occupational, and organizational factors
Despite extensive research on antecedents and consequences of counterproductive work behavior (CWB), factors contributing to it in educational settings and teachers have not been adequately addressed. With participants of secondary school teachers working in public schools (270), private schools (302), and other educational institutions (319) in Iran, this study explored factors associated with CWB at the individual (age, gender, and perceived justice), occupational (interpersonal conflicts and working hours), and organizational (job content, class size, and teaching context) levels. Significant relationships, with small effect sizes, were found between CWB and younger male teachers with low perceived justice. The results also indicated a linear trend with occupational variables and CWB in the public sector. An escalation in CWB engagement was observed with an increase in working hours and class size. There was a strong positive correlation between psychological demands and CWB, and negative associations were found for social support and decision latitude with significant differences in teacher categories. Hierarchal regression analysis confirmed the significant contributions of these variables to the variances in CWB. The implications have been discussed in light of study results by recommending policies and strategies to be used by school psychologists, administrators, and teacher educators to curtail dysfunctional behaviors and ultimately create school environments that promote teachers' job commitment and the delivery of high‐quality education.
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来源期刊
Psychology in the Schools
Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.00
自引率
5.00%
发文量
200
期刊介绍: Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.
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