推进国家教育高质量发展离不开高素质的教师队伍。近年来，随着我国家校协同育人机制的不断完善，家长更加深入地参与到了学校班级的教学和管理活动中。但在家校合作的过程中，家长班级参与与教师的职业压力和职业幸福感关系如何还有待进一步探索。本研究基于共同责任理论、压力反应理论和职业幸福感理论，建构了家长班级参与与小学教师职业幸福感之间的关系模型，探析了家长班级参与与教师职业幸福感的作用机制以及教师职业压力在其中扮演的角色，以期为家校合作、教师队伍建设提供新思路。

研究采用问卷调查法和访谈法收集数据，调查选取865名小学教师填写问卷，运用描述性统计分析、差异性分析、相关性分析和中介效应检验等数据分析方法探讨了家长班级参与、小学教师职业压力和职业幸福感的现状以及相关关系，并且验证了教师职业压力在家长班级参与与教师职业幸福感之间的中介效应。抽取10位教师进行深度访谈，进一步分析了家长班级参与对教师职业压力和职业幸福感的影响。

研究主要结论如下：（1）不同年龄和教龄的教师在家长班级参与上存在显著差异；学校是否有家委会等相关组织和教师最高学历在教师职业幸福感上存在显著差异；是否担任班主任和教师最高学历在教师职业压力上存在显著差异。（2）家长班级参与与教师职业幸福感呈显著正相关；家长班级参与与教师职业压力呈显著负相关；教师职业压力与教师职业幸福感呈显著负相关。（3）家长班级参与可以显著正向预测教师职业幸福感，教师职业压力在家长班级参与与教师职业幸福感之间的中介效应显著。

研究提出以下四点建议：（1）积极开展家长培训，培养家长教育主体意识。（2）关注教师身心健康，减轻教师教学工作负荷。（3）提高家校沟通效率，促进教师专业水平提升。（4）完善协同育人制度，建立学校家校合作组织。

High-quality teachers are indispensable for advancing the high-quality development of national education. In recent years, with the continuous improvement of our national school collaborative education mechanism, parents have become more deeply involved in the teaching and management activities of school classes. However, the relationship between parental class participation and teachers' occupational stress and occupational well-being in the process of home-school cooperation needs to be further explored. Based on shared responsibility theory, stress response theory and occupational well-being theory, this study constructs a model of the relationship between parental class participation and teachers' occupational well-being in elementary school, and explores the mechanisms of parental class participation and teachers' occupational well-being and the role of teachers' occupational stress in it, in order to provide new ideas for home-school cooperation and teacher team building.

The study used questionnaires and interviews to collect data. 865 elementary school teachers were selected to fill in the questionnaires, and descriptive statistical analysis, analysis of variance, correlation analysis and mediation effect test were used to explore the current situation of parental class participation, elementary school teachers' occupational stress and occupational well-being and the related relationships, and to verify the role of teachers' occupational stress in parental class participation and teachers' occupational well-being. The mediating effect between parental class participation and teachers' occupational well-being was verified. Ten teachers were selected for in-depth interviews to further analyze the effects of parental class participation on teachers' occupational stress and occupational well-being.

The main findings of the study were as follows: (1) There were significant differences in parent class participation among teachers of different ages and teaching years; there were significant differences in teachers' occupational well-being between the presence of related organizations such as PTAs in schools and teachers' highest education level; and there were

significant differences in teachers' occupational stress between being a classroom teacher or not and teachers' highest education level. (2) Parental class participation was significantly and positively related to teachers' occupational well-being; parental class participation was significantly and negatively related to teachers' occupational stress; and teachers' occupational stress was significantly and negatively related to teachers' occupational well-being. (3) Parental class participation significantly and positively predicted teachers' occupational well-being, and the mediating effect of teachers' occupational stress between parental class participation and teachers' occupational well-being was significant.

The study proposed the following four recommendations: (1) actively carry out parent training to cultivate parents' awareness of educational subjects.(2) to pay attention to teachers' physical and mental health and reduce teachers' teaching workload.(3) to improve the efficiency of home-school communication and promote teachers' professionalism.(4) to improve the collaborative parenting system and establish school home-school cooperation organizations.