CAJ | 학술논문

采用问卷法调查了39所学校的370名小学教师，运用多层线性模型在个体和组织的不同层面上对影响教师职业倦怠的因素进行了探讨。结果发现：（1）教师集体效能越高，情感衰竭、低个人成就感和人格解体的得分就越低；校长越关心人，教师的人格解体得分就越高；（2）教师集体效能越高或校长越关心工作，则教师效能对情感衰竭的负向作用就越弱；而校长越关心人，则教师效能对情感衰竭的负向作用就越强；（3）教师集体效能对教师职业倦怠的影响不因教师性别和教龄的不同而不同，但校长领导行为对教师职业倦怠的影响却出现了性别和教龄的差异：关心工作导致了女性的个人成就感更低，对改善高教龄教师的低个人成就感更为有利，而关心人对改善低教龄教师的成就感、人格解体的帮助更大。
채용문권법조사료39소학교적370명소학교사，운용다층선성모형재개체화조직적불동층면상대영향교사직업권태적인소진행료탐토。결과발현：（1）교사집체효능월고，정감쇠갈、저개인성취감화인격해체적득분취월저；교장월관심인，교사적인격해체득분취월고；（2）교사집체효능월고혹교장월관심공작，칙교사효능대정감쇠갈적부향작용취월약；이교장월관심인，칙교사효능대정감쇠갈적부향작용취월강；（3）교사집체효능대교사직업권태적영향불인교사성별화교령적불동이불동，단교장령도행위대교사직업권태적영향각출현료성별화교령적차이：관심공작도치료녀성적개인성취감경저，대개선고교령교사적저개인성취감경위유리，이관심인대개선저교령교사적성취감、인격해체적방조경대。
In order to examine the factors that influence on teacher burnout at the individual and organizational levels, 370 teachers as subjects from 39 primary schools were chosen. Hierarchical Linear Model（HLM） results revealed that（l） collective teacher efficacy negatively predicted emotional exhaustion, personal accomplishment and depersonalization; and there was a direct positive relationship between the care to people and personal accomplishment; （2）collective teacher efficacy and the care to work weaken the negative relationship of teacher efficacy and emotional exhaustion, but the care to people factor could promote the negative relationship of teacher efficacy and emotional exhaustion; （3） leadership behavior of principle could moderate the relationship of gender and teacher burnout, school ages and teacher burnout. The care to work factor induced the lower personal accomplishment for women, and had much more effect on teachers who had been working many years in school. However, concerning accomplishment and depersonalization, the care to people factor had much more effects on teachers who had been working few years in school.