幼兒教師工作玩興對工作投入的影響：自我效能感的中介作用

Prediction of Kindergarten Teachers’Job Playfulness on Their Job Involvement: The Partial Mediating Effect of Self-efficacy

幼兒教師工作玩興與工作投入存在重要關聯。為了探討工作玩興對工作投入的影響機制，本研究採用幼兒教師工作玩興量表、教師自我效能感量表、幼兒教師工作投入量表，對835名幼兒教師進行調查。研究發現，幼兒教師工作玩興、工作投入與自我效能感水準中等偏上；幼兒教師工作玩興能顯著預測其工作投入水準，且自我效能感在工作玩興與工作投入間起部分中介作用。因此，提高幼兒園教師專業素養及職業准入門檻，加強組織玩興建設，改革職前培養制度，改善工資待遇，對於促進幼兒園教師工作投入具有重要意義。

There was positive correlation between kindergarten teachers’job playfulness and their job involvement. In order to explore how job playful¬ness affect job involvement, 835 kindergarten teachers were investigated using Kindergarten Teachers’Job Playfulness Scale, Teacher Self-efficacy Scale, and Kindergarten Teachers’Job Involvement Scale. It showed that kindergarten teachers’job playfulness, job involvement, and self-efficacy were above their medium levels; Kindergarten teachers’job playfulness significantly predicted their job involvement; And self-efficacy played a partial mediating role between job playfulness and job involvement. So it is important for kindergarten teachers’job involvement to improve their professional qualifications, occupational entry thresholds, and organiza¬tional playfulness climate; And also it was necessary to reform the pre-service training system, and increase teachers’salaries with balancing rural and urban areas.