تنيدگي‌ شغلي و بهزيستي ‌عاطفي معلمان: آزمون ‌الگوي ‌اثر ميانجي‌گر باورهاي خودكارآمدي

Occupational stress and affective well-being among teachers: Testing the mediating effects of occupational self-efficacy beliefs

هدف: هدف مطالعه حاضر آزمون ميانجي گري باورهاي خودكارآمدي شغلي در رابطه بين تنيدگي شغلي و بهزيستي عاطفي معلمان بود. روش: روش پژوهش همبستگي و جامعه آماري تمامي معلمان مدارس پسرانه كليه مقاطع در شهرستان ديوان دره در سال 91-1390 به تعداد 284 نفر بود. با روش نمونه گيري تصادفي ساده، 250 معلم مرد انتحاب شدند و به نسخه تجديدنظرشده فهرست تنيدگي شغلي آسيپو (1998)، نسخه كوتاه مقياس خودكارآمدي معلم شوارزر، اسچيتزر و ديتنر، (1999) و مقياس بهزيستي عاطفي ونكاتويك، فاكس، اسپكتور و كيلوواي (2000) پاسخ دادند. براي آزمون ميانجي گري خودكارآمدي در رابطه بين تنيدگي شغلي و بهزيستي عاطفي از روش الگو يابي معادلات ساختاري استفاده شد. يافته ها: نتايج نشان داد رابطه تنيدگي شغلي با خودكارآمدي شغلي و بهزيستي عاطفي منفي و رابطه باورهاي خودكارآمدي و بهزيستي عاطفي مثبت؛ و باورهاي خودكارآمدي ميانجي گر رابطه تنيدگي شغلي و بهزيستي عاطفي معلمان است. در الگوي مفروض تمامي وزن هاي رگرسيوني از لحاظ آماري معني دار بود و متغيرهاي پيش بين 64% از پراكندگي بهزيستي عاطفي را تبيين كرد. نتيجه گيري: چون بخشي از تمايز در پاسخ هاي هيجاني معلمان به تجارب شغلي تنيدگي زا، ازطريق تفاوت در ميزان خودكارآمدي آن ها قابل تبيين است، مي توان بر ضرروت تقويت باورهاي خودكارآمدي در معلمان به عنوان عاملي ضربه گير در مواجهه با تجارب شغلي تنيدگي زا تاكيد كرد.

Aim: This study examined the mediating effect of occupational self-efficacy on the relationship between occupational stress and job-related affective well-being among teachers. Method: In this correlational study, statistical population included 284 teachers from Divandareh city in the 2012-2013 academic year. On a sample consisting of 250 teachers, who were selected through simple randomized sampling, were administrated the Occupational Stress Inventory- Revised (OSI-R, Osipow, 1998), Teacher Self-Efficacy Scale- Short Version (TSES-SV, Schwarzer, Schmitz & Daytner, 1999) and Job-Related Affective Well-Being Scale (JAWS, Van Katwyk, Fox, Specter & Kelloway, 2000). Structural equation modeling was used to assess the mediating effects model of occupational self-efficacy on the relationship between occupational stress and job-related affective well-being among teachers. Results: In hypothesized model, results indicated that there is a significant negative correlation between occupational stress with occupational self-efficacy and job-related affective well-being and significant positive correlation between occupational self-efficacy with job-related affective well-being. In this model, results also indicated that the relationship between occupational stress and job-related affective well-being by occupational self-efficacy is mediated. All of the regression weights in the model were statistically significant and modelʹ predictors accounted for 64? of the variance in job-related affective well-being. Conclusion: These findings show that when encountering to occupational stress, difference in job-related affective well-being accounted for by difference in degree of occupational self-efficacy.