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首页> 美国卫生研究院文献>Frontiers in Public Health >Teacher Efficacy, Collective Self-Esteem, and Organizational Commitment of Childcare Teachers: A Moderated Mediation Model of Social Support
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Teacher Efficacy, Collective Self-Esteem, and Organizational Commitment of Childcare Teachers: A Moderated Mediation Model of Social Support

机译：幼儿教师的效能，集体自尊心和组织承诺：社会支持的中介模式

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摘要

This study explored the moderated mediation model from the viewpoint of whether the job resource of social support can reinforce relationships among teacher efficacy, collective self-esteem, and organizational commitment based on the Job Demands-Resources (JD-R) model. A sample of 212 childcare teachers completed a self-report battery that included measures of teacher efficacy, collective self-esteem, organizational commitment, and social support. The results indicated that collective self-esteem partially mediated the relationship between teacher efficacy and organizational commitment. The findings also demonstrated that teacher efficacy translated into a higher organizational commitment among teachers that perceive relatively higher degrees of social support in both the indirect effect through collective self-esteem and the direct effect without collective self-esteem. The study highlights the need to establish public childcare policies that are conducive to increasing social support for teachers. Based on these results, the benefits of understanding this moderated mediation path, the limitations of the study, and future research directions are discussed.
机译：本研究从工作支持－资源（JD-R）模型的角度出发，从社会支持的工作资源是否可以加强教师效能，集体自尊和组织承诺之间的关系的角度探讨了调节型调解模型。 212名托儿教师的样本完成了一次自我报告，其中包括对教师效能，集体自尊，组织承诺和社会支持的衡量。结果表明，集体自尊在一定程度上介导了教师效能与组织承诺之间的关系。研究结果还表明，在通过集体自尊的间接影响和在没有集体自尊的直接影响中，感受到相对较高程度社会支持的教师中，教师的效能转化为更高的组织承诺。该研究强调需要建立有利于增加教师社会支持的公共育儿政策。基于这些结果，讨论了理解这种协调的调解路径的益处，研究的局限性以及未来的研究方向。

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