| 中文题名： | 中小学教师组织公正感与建言行为的关系研究 ——以心理资本为中介变量 |
| 姓名： | |
| 保密级别： | 公开 |
| 论文语种： | 中文 |
| 学科代码： | 045101 |
| 学科专业： | |
| 学生类型： | 硕士 |
| 学位： | 教育硕士 |
| 学位类型： | |
| 学位年度： | 2021 |
| 校区： | |
| 学院： | |
| 研究方向： | 教育管理 |
| 第一导师姓名： | |
| 第一导师单位： | |
| 提交日期： | 2021-06-16 |
| 答辩日期： | 2021-06-05 |
| 外文题名： | A STUDY ON THE RELATIONSHIP BETWEEN ORGANIZATIONAL JUSTICE AND VOICE BEHAVIOR OF PRIMARY AND SECONDARY SCHOOL TEACHERS :USING PSYCHOLOGICAL CAPITAL AS AN INTERMEDIARY VARIABLE |
| 中文关键词： | |
| 外文关键词： | Primary and secondary school teachers ; Organizational justice ; Psychological capital ; Voice behavior |
| 中文摘要： |
提高中小学教师参与学校管理的水平，推进中小学管理民主化，已成为学校管理改革的重要趋势。教师建言作为参与学校管理的重要途径，可以有效提高决策的科学性、合理性与民主性，构建学习型组织。以往的研究显示，组织公正感是影响建言行为的重要因素。但在基础教育领域中，对二者的研究则少有论及。近年来，对教师个体心理状态的探索得到广泛的关注。本文考察中小学教师组织公正感、建言行为与心理资本的现状、三者之间的关系及作用机制，为学校完善人事管理制度和开展民主管理提供实证依据和参考意见。 本研究采用问卷调查法，以北京、天津、海南、江苏、河南、四川、广东等地的441名中小学教师为研究对象，通过SPSS25.0和Mplus8.3对数据进行统计分析，主要得出以下结论： （1）在中小学教师组织公正感的研究中，教师的分配公正得分最高，互动公正次之，程序公正得分最低。任教学段和编制是影响教师组织公正感的重要因素。 （2）在中小学教师建言行为的研究中，教师的促进性建言得分大于抑制性建言。性别、年龄、教龄、婚姻情况、学历和任教学段是影响教师建言行为的重要因素。 （3）在中小学教师心理资本的研究中，教师心理资本各维度得分从高到低依次是希望、自我效能、乐观和韧性。学历、任教学段是影响教师心理资本的重要因素。 （4）教师的组织公正感与建言行为显著正相关，组织公正感各维度正向预测建言行为。 （5）教师的组织公正感与心理资本显著正相关，组织公正感正向预测心理资本，其中分配公正、互动公正对心理资本的正向预测作用显著，程序公正对心理资本的影响不显著。 （6）教师的心理资本与建言行为显著正相关，心理资本正向预测建言行为，其中自我效能感对建言行为具有显著的正向预测作用，希望、韧性、乐观对建言行为的影响不显著。 （7）教师的心理资本在组织公正感与建言行为之间起部分中介作用。 |
| 外文摘要： |
It has become an important trend of school management reform to improve the level of primary and secondary school teachers' participation in school management and promote the democratization of primary and secondary school management. As an important way to participate in school management, teacher voice behavior can effectively improve the scientificness, rationality and democracy of decision-making, and construct a learning organization. Previous studies have shown that perceived organizational justice is an important factor affecting voice behavior. However, in the field of basic education, there are few researches on them. In recent years, the exploration of the individual mental state of teachers has received extensive attention. This paper examines the current situation of organizational justice, voice behavior and psychological capital of primary and secondary school teachers, as well as the relationship and mechanism among them, so as to provide empirical basis and reference for improving the personnel management system and carrying out democratic management in schools. In this study, 441 primary and secondary school teachers from Beijing, Tianjin, Hainan, Jiangsu, Henan, Sichuan and Guangdong were selected as the research objects. The Perceived Organizational Justice Scale developed by Wang Xinyan, the Psychological Capital Scale developed by Luthans and the Voice Behavior Scale developed by Liang&Farh were used as the research tools. Statistical analysis of the data was conducted through SPSS25.0 and MPLUS8.3, and the following conclusions were drawn: (1) In the research on the sense of organizational justice of primary and secondary school teachers, the score of distributive justice is the highest, interactive justice is the second, and procedural justice is the lowest. The teaching and learning period and the establishment are the important factors that affect teachers' sense of organizational justice. (2) In the research of primary and secondary school teachers' voice behavior, the score of teachers' promotive voice is higher than that of teachers' inhibitory voice. Gender, age, teaching years, marital status, education background and teaching period are the important factors influencing teachers' voice behavior. (3) In the research of primary and secondary school teachers' psychological capital, the scores of each dimension of teachers' psychological capital from high to low are hope, self-efficacy, optimism and resilience. Education background, teaching and learning period are the important factors affecting teachers' psychological capital. (4) There is a significant positive correlation between teachers' sense of organizational justice and voice behavior, and the sense of organizational justice positively predicts voice behavior. (5) There is a significant positive correlation between teachers' sense of organizational justice and psychological capital. The sense of organizational justice positively predicts psychological capital, in which distributive justice and interactive justice have a significant positive predictive effect on psychological capital, while procedural justice has no significant effect on psychological capital. (6) Teachers' psychological capital is positively correlated with voice behavior. Psychological capital positively predicts voice behavior. Self efficacy has a significant positive predictive effect on voice behavior. Hope, resilience and optimism have no significant effect on voice behavior. (7) Teachers' psychological capital plays a partial mediating role in the relationship between perceived organizational justice and voice behavior. |
| 参考文献总数： | 153 |
| 馆藏号： | 硕045101/21008 |
| 开放日期： | 2022-06-16 |
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