影响班主任工作满意度的因素：一项基于新编问卷的探索性研究

摘要

在中国的中小学，班主任是负责管理与督导某一特定班级学生的教师。班主任工作满意度偏低是一个长期存在的问题。本研究采用量化方法，考察班主任的自我效能感与职业倦怠对其工作满意度的影响。共有 624 名来自中国河南省 G 市的小学班主任参与在线调查，就其感知到的工作满意度、自我效能感与职业倦怠作答，数据采用结构方程模型进行分析。结果显示：（a）班主任的职业倦怠负向影响其自我效能感与工作满意度；（b）班主任的工作满意度受自我效能感的正向影响；（c）班主任的自我效能感能够中介职业倦怠对工作满意度的不利影响。因此，我们建议通过提升班主任的自我效能感（尤其是与领导沟通方面的自我效能感）并降低其职业倦怠，来提高其工作满意度。

Abstract

In primary and middle schools in China, banzhuren is the teacher responsible for managing and overseeing a specific class of students. The lower job satisfaction of banzhurens has been a longstanding issue. This study employs a quantitative method to investigate the impact of banzhurens' self-efficacy and burnout on their job satisfaction. A total of 624 primary school banzhurens from G City (in Henan province, China) participated in an online survey assessing their perceived job satisfaction, self-efficacy, and burnout. The data were analysed using structural equation modelling analysis. The results revealed that (a) banzhurens' burnout negatively influenced their self-efficacy and job satisfaction; (b) banzhurens' job satisfaction was positively influenced by self-efficacy; (c) banzhurens' self-efficacy could mediate the adverse effects of burnout on job satisfaction. Therefore, we suggest that banzhurens' job satisfaction can be enhanced by increasing their self-efficacy, particularly in terms of communication with leaders, and by reducing their burnout.