Abstract
本项五年纵向研究(2020-2025)追踪了中国12个省份3,842名公立学校教师的职业倦怠轨迹与决定因素。采用每半年一次的马斯拉赫教师倦怠量表，潜在增长曲线模型揭示了三种不同的倦怠轨迹：稳定低水平(42%)、上升型(35%)和慢性高水平(23%)。多层结构方程模型表明校长领导风格、同事社会支持和专业发展机会显著调节倦怠轨迹。控制个体层面预测变量后，学校层面变量解释了情感耗竭28%的校间差异。本文讨论了"双减"政策改革背景下的教师留任政策建议。
Author Biographies
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Xiaoyan Li
School of Education, Jiangsu Normal University, Xuzhou 221116, China
Xiaoyan Li is a professor at School of Education, Jiangsu Normal University, Xuzhou 221116, China. Their research focuses on data analytics, with over 67 publications in peer-reviewed journals.
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Rui Wang
Faculty of Psychology, East China Normal University, Shanghai 200241, China
Rui Wang is an associate professor at Faculty of Psychology, East China Normal University, Shanghai 200241, China. Their research focuses on machine learning, with over 26 publications in peer-reviewed journals.
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James Anderson
Department of Educational Leadership, University of British Columbia, Vancouver V6T 1Z4, Canada
James Anderson is a research fellow at Department of Educational Leadership, University of British Columbia, Vancouver V6T 1Z4, Canada. Their research focuses on social sciences, with over 55 publications in peer-reviewed journals.
