The Relationship Between Primary and Secondary School Teachers’ Work-to-Family Enrichment and Job Satisfaction: The Mediating Effect of Professional Identity and Its Gender Difference

Abstract

Abstract: The present study explored the influence of teachers’ work-to-family enrichment on job satisfaction from primary school to high school. Seven hundred and sixty primary and secondary school teachers were investigated from the perspective of a longitudinal study. Demographic variables and work-to-family enrichment were measured at time point 1, and professional identity and job satisfaction were measured at time point 2. The results were as followed: 1) Work-to-family enrichment positively predicted job satisfaction. 2) Professional identity partially mediated the relationship between work-to-family enrichment and job satisfaction. 3) Gender played a moderating role in the first half of the mediation process. Specifically, work-to-family enrichment had a significantly higher predictive power of professional identity for male teachers than for female teachers. In conclusion, work-to-family enrichment of primary and secondary school teachers affect their job satisfaction, with professional identity as a mediating factor. Moreover, there is a gender difference in this mediation model.

Key words: job satisfaction, work-to-family enrichment, professional identity, gender difference, primary and secondary school teachers

摘要： 探究工作对家庭的增益影响中小学教师工作满意度的过程机制。采用纵向设计对760名中小学教师进行问卷调查，时间点1测查人口学变量和工作对家庭的增益，时间点2测查职业认同和工作满意度。结果发现：（1）工作对家庭的增益能够显著正向预测工作满意度；（2）职业认同在工作对家庭的增益与工作满意度的关系中起部分中介作用；（3）性别对此中介过程的前半段路径具有调节作用，表现为男教师的工作对家庭的增益对职业认同的预测效力更高。结果表明：工作对家庭的增益显著影响中小学教师的工作满意度，职业认同在此影响过程中具有中介作用，且这一中介作用存在性别差异。

关键词: 工作满意度, 工作对家庭的增益, 职业认同, 性别差异, 中小学教师

CLC Number:

B849

WEI Shuhua, ZHAO Jian, DONG Jimei, CHEN Gongxiang. The Relationship Between Primary and Secondary School Teachers’ Work-to-Family Enrichment and Job Satisfaction: The Mediating Effect of Professional Identity and Its Gender Difference[J]. Studies of Psychology and Behavior, 2021, 19(1): 125-130,136.

魏淑华, 赵健, 董及美, 陈功香. 工作对家庭的增益与中小学教师的工作满意度：职业认同的中介作用及其性别差异[J]. 心理与行为研究, 2021, 19(1): 125-130,136.

References

陈云英, 孙绍邦. (1994). 教师工作满意度的测量研究. 心理科学, 17(3), 146–149, 193, doi: 10.16719/j.cnki.1671-6981.1994.03.005
胡芳芳, 仇云霞, 桑青松. (2012). 幼儿教师职业认同与工作满意度的关系: 核心自我评价的中介作用. 内蒙古师范大学学报(教育科学版), 25(2), 51–54, doi: 10.3969/j.issn.1671-0916.2012.02.015
李新翠. (2016). 中小学教师工作投入与工作量状况调查. 中国特殊教育, (5), 83–90, doi: 10.3969/j.issn.1007-3728.2016.05.013
林颐宣. (2020). 主动性人格对小学教师工作满意度的影响: 一个有调节的中介模型. 心理发展与教育, 36(1), 103–112, doi: 10.16187/j.cnki.issn1001-4918.2020.01.12
刘天娥, 海鹰. (2017). 自主学习在幼儿园教师职业承诺、工作满意度对职业成熟度影响中的中介作用. 学前教育研究, (8), 15–23, doi: 10.13861/j.cnki.sece.2017.08.002
罗杰, 周瑗, 陈维, 潘运, 赵守盈. (2014). 教师职业认同与情感承诺的关系: 工作满意度的中介作用. 心理发展与教育, 30(3), 322–328, doi: 10.16187/j.cnki.issn1001-4918.2014.03.013
彭文波, 吕琳, 刘电芝. (2017). 工作满意度影响教师职业成熟度: 有调节的中介效应. 西南大学学报(社会科学版), 43(4), 95–101, doi: 10.13718/j.cnki.xdsk.2017.04.012
沈学珺. (2019). 关于教师工作满意度对学生幸福感的影响的实证研究——基于PISA2015数据的分析. 上海教育科研, (3), 20–27, doi: 10.16194/j.cnki.31-1059/g4.2019.03.006
汤国杰. (2009). 普通高校体育教师职业认同与工作满意度的关系研究. 心理科学, 32(2), 475–477, 483, doi: 10.16719/j.cnki.1671-6981.2009.02.064
王琪. (2018). 高职院校教师组织支持感与工作满意度关系研究——职业适应的中介作用. 中国高教研究, (9), 104–108, doi: 10.16298/j.cnki.1004-3667.2018.09.19
王卫平. (2015). 中学骨干教师工作满意度影响因素研究. 教育理论与实践, 35(16), 35–38
魏淑华, 宋广文. (2012). 教师职业认同与离职意向: 工作满意度的中介作用. 心理学探新, 32(6), 564–569, doi: 10.3969/j.issn.1003-5184.2012.06.016
魏淑华, 宋广文, 张大均. (2013). 我国中小学教师职业认同的结构与量表. 教师教育研究, 25(1), 55–60, 75, doi: 10.13445/j.cnki.t.e.r.2013.01.007
吴梅宝. (2010). 中小学教师工作—家庭增益的问卷编制及特征分析(硕士学位论文). 西南大学, 重庆.
曾丽红. (2016). 小学教师职业认同感现状调查与分析. 教学与管理, (21), 20–22
章雷钢, 马红丽, 王志娟, 金婷婷, 蒋怀滨. (2016). 自尊、感情承诺在工作家庭增益与护士生活满意度、工作满意度间的中介作用. 中华护理杂志, 51(4), 454–458, doi: 10.3761/j.issn.0254-1769.2016.04.014
周国华, 吴海江. (2016). 中小学教师薪酬研究: 问题与方向——基于近15年的文献分析. 教师教育研究, 28(6), 96–104, doi: 10.13445/j.cnki.t.e.r.20161222.010
Arifin, H. M. (2015). The influence of competence, motivation, and organisational culture to high school teacher job satisfaction and performance. International Education Studies, 8(1), 38–45, doi: 10.5539/ies.v8n1p38.
Baral, R., & Bhargava, S. (2010). Work-family enrichment as a mediator between organizational interventions for work-life balance and job outcomes. Journal of Managerial Psychology, 25(3), 274–300, doi: 10.1108/02683941011023749.
Blau, P. M. (1964). Exchange and power in social life. New York: Wiley.
Bogler, R. (2002). Two profiles of schoolteachers: A discriminant analysis of job satisfaction. Teaching and Teacher Education, 18(6), 665–673, doi: 10.1016/S0742-051X(02)00026-4.
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473–490, doi: 10.1016/j.jsp.2006.09.001.
Dearing, E., & Hamilton, L. C. (2006). V. Contemporary advances and classic advice for analyzing mediating and moderating variables. Monographs of the Society for Research in Child Development, 71(3), 88–104, doi: 10.1111/j.1540-5834.2006.00406.x.
Ghavifekr, S., & Pillai, N. S. (2016). The relationship between school’s organizational climate and teacher’s job satisfaction: Malaysian experience. Asia Pacific Education Review, 17(1), 87–106, doi: 10.1007/s12564-015-9411-8.
Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York: The Guilford Press.
Hayes, A. F. (2015). An index and test of linear moderated mediation. Multivariate Behavioral Research, 50(1), 1–22, doi: 10.1080/00273171.2014.962683.
Lapierre, L. M., Li, Y. H., Kwan, H. K., Greenhaus, J. H., DiRenzo, M. S., & Shao, P. (2018). A meta-analysis of the antecedents of work-family enrichment. Journal of Organizational Behavior, 39(4), 385–401, doi: 10.1002/job.2234.
Larson, M., & Luthans, F. (2006). Potential added value of psychological capital in predicting work attitudes. Journal of Leadership & Organizational Studies, 13(2), 75–92, doi: 10.1177/10717919070130020601.
Li, M. J., Wang, Z. H., Gao, J., & You, X. Q. (2017). Proactive personality and job satisfaction: The mediating effects of self-efficacy and work engagement in teachers. Current Psychology, 36(1), 48–55, doi: 10.1007/s12144-015-9383-1.
Moore, M., & Hofman, J. E. (1988). Professional identity in institutions of higher learning in Israel. Higher Education, 17(1), 69–79, doi: 10.2307/3447000.
Ostroff, C. (1992). The relationship between satisfaction, attitudes, and performance: An organizational level analysis. Journal of Applied Psychology, 77(6), 963–974, doi: 10.1037/0021-9010.77.6.963.
Patrick, A. S. (2007). Examination of teacher workplace satisfaction and student achievement (Unpublished doctorial dissertation). Georgia Southern University, Statesboro.
Powell, G. N., & Greenhaus, J. H. (2006). Is the opposite of positive negative: Untangling the complex relationship between work-family enrichment and conflict. Career Development International, 11(7), 650–659, doi: 10.1108/13620430610713508.
Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25(3), 518–524, doi: 10.1016/j.tate.2008.12.006.
Tang, S. W., Siu, O. L., & Cheung, F. (2014). A study of work-family enrichment among Chinese employees: The mediating role between work support and job satisfaction. Applied Psychology, 63(1), 130–150, doi: 10.1111/j.1464-0597.2012.00519.x.
Tek, B. A. (2014). An investigation of the relationship between school leadership, teacher job satisfaction, and student achievement (Unpublished doctorial dissertation). University of Rhode Island, Kingston.
Tsui, A. S., Egan, T. D., & O’Reilly III, C. A. (1992). Being different: Relational demography and organizational attachment. Administrative Science Quarterly, 37(4), 549–579, doi: 10.2307/2393472.
You, S., Kim, A. Y., & Lim, S. A. (2017). Job satisfaction among secondary teachers in Korea: Effects of teachers’ sense of efficacy and school culture. Educational Management Administration & Leadership, 45(2), 284–297, doi: 10.1177/1741143215587311.
Zhang, Y. C., Xu, S., Jin, J. F., & Ford, M. T. (2018). The within and cross domain effects of work-family enrichment: A meta-analysis. Journal of Vocational Behavior, 104, 210–227, doi: 10.1016/j.jvb.2017.11.003.

[1]	LI Peng, ZHANG Zhichao, YANG Yang, YANG Jiaqi, LI Hongyu. The Relationship Between Job Stress and Job Burnout in Primary and Middle School Teachers: A Chain Mediating Effect of Emotional Labor and Job Satisfaction [J]. Studies of Psychology and Behavior, 2022, 20(3): 412-418.
[2]	YUE Pengfei, HU Wenli, ZHANG Jiaxin, SHI Mengmeng. Harsh Parenting and Learning Engagement Among Middle School Students: The Role of State Anxiety and Gender [J]. Studies of Psychology and Behavior, 2022, 20(2): 226-232.
[3]	YANG Huai, GONG Shaoying, MIAO Tianchang, LI Weihe. The Relationship Between the Congruence of Boundary Management and the University Counselors’ Job Satisfaction: The Mediating Role of Job Engagement [J]. Studies of Psychology and Behavior, 2021, 19(6): 853-860.
[4]	GUO Qingtong, XU Mingxue, XU Chunyan, LIU Xiuli. The Relationship Between University Students’ Dormitory Relationship Disturbance and Mobile Phone Addiction: A Sequential Mediation Model and Gender Differences [J]. Studies of Psychology and Behavior, 2021, 19(5): 650-656.
[5]	HUANG Mingming, CHEN Liping, GUO Liping, ZHAO Shouying. The Relationship of Work-Family Conflict and Preschool Teachers’ Turnover Intentions: The Sequential Mediating Roles of Professional Identity and Job Burnout [J]. Studies of Psychology and Behavior, 2021, 19(5): 679-686.
[6]	ZHAO Yuetong, SUN Xiaojuan, BAI Qian, ZHANG Xiangkui. Revision of Spatial Activity Questionnaire and Its Reliability and Validity [J]. Studies of Psychology and Behavior, 2021, 19(3): 289-296.
[7]	WANG Qiong, LIU Zhihong, ZHANG Meng. The Impact of Young Police’s Self-Presentation in Social Media on Job Satisfaction: The Effect of Positive Emotions [J]. Studies of Psychology and Behavior, 2020, 18(3): 412-418.
[8]	YAO Chong, ZHAO Kexin, ZHOU Chenchen, CUI Mengxiao, WANG Dang, YOU Xuqun. The Influence of Public Education Policies Satisfaction on Teachers’ Professional Identity in State-Financed Normal Students: The Mediating Role of Social Cognitive Factors [J]. Studies of Psychology and Behavior, 2020, 18(2): 241-247.
[9]	ZHANG Zhen, QI Chunhui, FU Shuying, WANG Qingchun, XIONG Jianping. Effects of Social Distance and Gender on Fairness Consideration [J]. Studies of Psychology and Behavior, 2020, 18(1): 100-106.
[10]	Qi Yajing, Wu Xinchun. The Development of Job Crafting Questionnaire of Primary and Secondary School Teachers [J]. Studies of Psychology and Behavior, 2016, 14(4): 501-506.
[11]	Li Tiantian, Lv Yong. Facial Expressions Detection Threshold Measurement: Age-And Gender-Related Difference [J]. Studies of Psychology and Behavior, 2015, 13(6): 771-777.
[12]	Li Huanhuan,Li Li,Zou Yingmin,Li Yongna. The Relationship between Job Satisfaction and Job Stress of Chinese University Faculty: A Multidimensional Construct Model of Person-Organization Fit [J]. Studies of Psychology and Behavior, 2015, 13(3): 385-390.
[13]	Lan Xiaofang,Zhang Jinkun. The Gender Difference of FNE: Based on The Comparison of Implicit And Explicit Measurement [J]. Studies of Psychology and Behavior, 2015, 13(1): 25-30.
[14]	Li You, Jiang Xinwen, Wang Feixue. The Effects of Gender and Sense of Control on Trusting Behavior for Chinese [J]. Studies of Psychology and Behavior, 2014, 12(6): 847-850.
[15]	Li Hongyu,Cui Yingwen ,He Yisu,Xiao Peng,Wang Lu. A Review on the Research of the Core Self-Evaluation [J]. Studies of Psychology and Behavior, 2014, 12(3): 400-406.