1.绪论

教育被广泛视为社会和经济发展的基石，不仅为个人提供必要的技能和知识，而且还有助于社会转型、提高生产力和促进创新。教师作为教育的主要推动者，在塑造社会的未来方面发挥着至关重要的作用。本研究旨在探讨工作重塑对埃塞俄比亚高中教师福祉的影响，改善教育体系的需要不仅是民族自豪感的问题，也是与全球进步保持一致的必要步骤。教育培养创造性思维，培育创新，并使个人具备为经济做出贡献的必要技能。只有通过培养合格、有技能、积极主动的教师的教育体系，可持续发展才能扎根。

在埃塞俄比亚，教育仍然是改革最关键的部门之一。然而，仍然存在一些挑战，主要围绕教学质量、教师积极性和工作满意度。教师作为任何教育体系的基石，肩负着培育学生智力成长、管理课堂各种压力的责任，负担过重、资源不足、班级规模大和社会期望等因素导致教师工作满意度、幸福感和保留率下降。结果，许多教育工作者面临倦怠、压力和缺乏动力，这直接影响他们的教学表现和学生的学习成果。

工作重塑已成为应对这些挑战的潜在有效策略。工作重塑是指员工对其工作角色、任务和环境进行的主动调整，以更好地符合他们的个人目标、价值观和动机。在这项研究中，工作重塑的概念被应用于埃塞俄比亚的高中教师，重点关注他们如何调整自己的任务、互动和对工作的看法，以改善自己的福祉。该研究认识到，教师幸福感是一个复杂的概念，涉及工作满意度、情感投入以及职业带来的整体目标感和成就感。通过增强工作塑造行为，教师可以找到自己角色的意义，减少倦怠，并提高工作满意度。

此外，研究还认为，自我效能感（指个人对自己实现预期结果的能力的信念）在调节工作重塑和教师幸福感之间的关系中发挥着重要作用。相信自己有能力对学生的生活产生积极影响的教师更有可能参与工作塑造行为，从而提高工作满意度并减轻压力。

2.理论基础和研究假设

本研究采用综合理论框架来研究埃塞俄比亚高中教师的工作塑造、自我效能感和幸福感之间的关系。指导研究有两个主要理论模型：工作要求-资源（JD-R）模型和自我效能理论。这些理论模型提供了一个很好的分析框架，帮助我们了解教师如何适应他们的工作角色和环境，提高他们的工作满意度，减轻压力，并改善他们的整体福祉。

工作资源要求-资源（JD-R）模型在塑造本研究的理论方法方面发挥着关键作用。根据JD-R模型，工作环境可以分为两个主要组成部分：工作要求和工作资源。工作要求是指工作中需要持续努力并可能导致压力的方面，例如班级规模大、工作量大和情绪紧张。另一方面，工作资源是指工作中帮助员工满足这些要求并实现目标的方面，例如自主性、反馈、社会支持和职业发展机会。在教学环境中，高工作要求和低工作资源可能导致倦怠和脱离，严重影响教师的福祉。然而，当工作资源可用时，它们可以作为保护因素，减少工作需求的负面影响。该理论模型强调平衡工作需求与充足资源以维持教师福祉的重要性。该模型还考虑到工作塑造行为，即员工对其任务、互动和角色认知做出的主动调整。从事工作塑造的教师可以改变他们的工作环境，以提高适应性、减轻压力并提高工作满意度。

    自我效能理论是本研究的另一个核心理论框架。自我效能感是指个人对自己成功完成任务并实现预期结果的能力的信念。对于教师来说，自我效能至关重要，因为它影响他们应对课堂挑战的方式、对工作的投入以及创新和调整教学策略的能力。自我效能感高的教师更有可能采取积极主动的行为，包括工作重塑，因为他们相信自己有能力控制环境并影响学生的成绩。自我效能不仅影响教师的动机和表现，还影响他们对工作要求的情绪反应。自我效能感高的教师即使在苛刻的情况下也能更好地应对压力并保持专注。该理论对于理解自我效能感在工作重塑和教师幸福感之间的中介作用尤为重要。

    本研究的理论方法整合了JD-R模型和自我效能理论，提出工作重塑对教师幸福感产生积极影响，而自我效能感起着中介作用。通过参与工作塑造行为，教师可以增强工作资源（例如自主性、社会支持），减少阻碍性的工作要求，并最终体验到改善的工作成果。此外，教师的自我效能感信念有望放大工作重塑的效果，因为自我效能感高的教师更有可能采取主动的工作重塑行为，从而改善他们的幸福感。

    本研究的理论框架提供了对工作塑造和自我效能如何促进教师福祉的全面理解。通过整合JD-R模型和自我效能理论，该研究探讨了教师如何积极塑造自己的工作角色，以提高工作满意度并减轻压力，最终有助于更好的工作成果和教师福祉。

    论文提出的假设探讨了埃塞俄比亚高中教师的工作重塑、自我效能和教师幸福感之间的复杂关系。这些假设重点关注工作重塑和自我效能在促进教师幸福感中的作用，以及这些因素如何共同作用以增强教师的工作经验。

假设1（H1）：工作重塑与高中教师幸福感正相关

    假设1认为，工作重塑与高中教师的幸福感呈正相关。这一假设表明，从事工作重塑行为的教师将体验到更高的工作满意度、更低的压力和更高的工作参与度。工作塑造是指员工用来塑造自己的工作角色、任务、关系和工作认知认知的主动行为，以更好地符合他们的个人目标、优势和偏好。在教学中，工作塑造可能涉及调整教学方法、寻求同事的反馈、与学生建立更牢固的关系，或重新构建教师思考工作的方式。

假设2（H2）：工作重塑与自我效能感正相关

假设2表明，工作重塑与自我效能呈正相关。自我效能感是指个人对自己实现目标和成功完成任务的能力的信念。自我效能感高的教师相信他们能够影响学生的学习，有效地管理课堂行为，并克服教学环境中的挑战。这一假设认为，从事工作塑造行为的教师可能会体验到更高水平的自我效能感，因为他们感觉自己能更好地控制自己的工作，并且更有能力应对职业挑战。

假设3（H3）：自我效能感与高中教师幸福感正相关

假设3探讨了自我效能感与教师幸福感之间的直接关系。它认为，自我效能感较高的教师将体验到更好的整体幸福感，包括更高的工作满意度、更高的敬业度和更低的压力。自我效能感高的教师更有可能对自己满足工作要求的能力充满信心，这可以减少压力感和情绪疲惫，并有助于获得更积极的工作体验。

假设4（H4）：自我效能感在工作塑造与高中教师幸福感之间的关系中起中介作用

假设4引入自我效能作为工作塑造和教师幸福感之间关系的中介。这一假设表明，工作重塑可以提高自我效能感，从而对教师的幸福感产生积极影响。从本质上讲，自我效能感有望解释工作重塑如何影响教师的幸福感。从事工作塑造行为的教师有望体验到更高的自我效能感，这将通过提高工作满意度、敬业度和减轻压力来提高他们的整体幸福感。这种中介效应表明，自我效能是将工作重塑转化为教师福祉的积极成果的关键因素。

本研究提出的假设旨在揭示工作塑造、自我效能和教师幸福感之间的相互关系。通过测试这些假设，该研究将为工作塑造和自我效能如何相互作用以塑造教师的工作体验提供有价值的见解。研究结果预计将为学校管理人员和教育工作者本身提供可行的建议，强调培养工作塑造行为和提高自我效能感以改善教师福祉、减轻压力和提高整体工作满意度的重要性。通过这一探索，该研究为不断增长的关于教师福祉的文献做出了贡献，并为改善教师职业提供了实用的解决方案。

3.研究方法

论文采用定量方法探讨了埃塞俄比亚的斯亚贝巴高中教师的工作塑造、自我效能感和教师幸福感之间的关系。我们开发了一个结构良好的调查问卷来收集这些变量的数据。研究方法的主要目标是衡量工作重塑行为如何影响教师的幸福感，特别强调自我效能的中介作用。数据收集过程涉及亚的斯亚贝巴公立和私立学校的高中教师的不同样本，以确保结果代表更广泛的教师群体。

3.1样本选取

该研究的样本包括在埃塞俄比亚首都亚的斯亚贝巴公立和私立学校工作的高中教师。样本是随机选择的，以确保来自不同学科、学校类型和经验水平的教师具有广泛的代表性。样本量设计得足够大，以提供具有统计意义的结果，并允许对数据进行有意义的分析。共有400名教师参与研究，总样本量为257人，回应率为64.25%。

，确保教学行业内经验和观点的多样性得到充分体现。教师的年龄、教学经验和教育背景各不相同，这使得研究能够检验这些因素是否影响工作重塑、自我效能和幸福感之间的关系。

 3.2变量和测量

研究设计取决于自变量、因变量和控制变量的选择，因为它在考虑方差的同时创建了因果关系。

因变量： 该研究的主要重点是埃塞俄比亚高中教师的福祉，特别是工作投入度的提高、工作满意度和压力的降低，是如何受到需求和资源的工作塑造组合的影响的。高中教师的幸福感（工作满意度、工作投入度和压力或倦怠）是该研究的因变量。

自变量：考虑到工作资源和需求，该研究探讨了工作重塑对埃塞俄比亚高中教师福祉的可能影响。特别是，本研究采用四个维度作为工作重塑的代理，包括增加结构性工作资源、增加社会工作资源、增加挑战性工作需求和减少阻碍性工作需求。

控制变量：研究人员可以将其他变量（称为控制变量）纳入研究中，以确定自变量对因变量的影响。高中教师的年龄和性别作为研究的控制变量。

中介变量：在当前的研究中，中介变量是自我效能感。自我效能被定义为一种信念，即一个人能够成功地影响周围环境并开展所需的活动。

 3.3数据收集程序

数据收集过程从调查的试点测试开始，以确保工具的有效性和可靠性。该调查通过在线和现场进行，以适应教师的不同偏好。在分发调查问卷之前，参与者会得到有关研究目的的详细解释，并强调伦理方面的考虑。每个参与者均获得知情同意，确保他们的参与是自愿的并且他们的回答是匿名的。

调查完成后，使用 SPSS（社会科学统计软件包）软件对收集的数据进行编码和分析。采用的统计方法包括描述性统计、相关分析和多元回归分析。描述性统计用于总结数据的基本特征，例如平均分数和标准差。相关分析有助于确定变量之间的关系，而多元回归分析则用于检验假设并检验工作重塑和自我效能对教师幸福感的直接和间接影响。

3.4道德考虑

在整个研究过程中严格遵循道德准则。维护教师的隐私，不会收集任何身份信息以确保机密性。所有参与者都充分了解研究的目标、他们在研究中的作用以及随时退出而不受惩罚的权利。此外，该研究坚持诚实、正直和尊重参与者的道德原则。

 4.数据分析与结果

论文采用定量方法，通过结构化调查问卷收集275名高中教师的数据。使用描述性统计、相关性分析和多元回归分析对数据进行分析。研究结果为了解工作塑造行为和自我效能如何影响教师的幸福感提供了宝贵的见解，从而更好地理解这些因素的运作机制。

4.1描述性统计

描述性统计揭示了样本人群的重要趋势。样本中的大多数教师都从事某种形式的工作塑造，最常报告的行为是任务塑造（调整教学方法或课程计划）和关系塑造（增强与学生和同事的关系）。这一发现表明教师主动改变他们的工作环境，以更好地适应他们的需求和教学风格。认知重塑（改变教师对工作的看法并在教学中寻找意义）的报道频率稍低，但仍然是工作重塑的一个重要方面。

在教师幸福感方面，数据显示，亚的斯亚贝巴的教师普遍表现出中等到高水平的工作满意度，大多数教师表达了工作的成就感。然而，报告的压力水平存在显着差异，许多教师报告压力水平很高，特别是那些在公立学校或班级规模较大的教师。研究发现，工作投入度与工作满意度呈正相关，工作投入程度越高的教师，工作满意度越高，压力水平越低。

4.2相关性分析

相关分析揭示了关键变量之间的重要关系：工作塑造、自我效能和教师幸福感。首先，工作重塑与教师幸福感之间存在很强的正相关关系。更频繁地参与工作重塑行为的教师报告称，他们的工作满意度更高，工作投入程度更高，压力水平更低。这支持了这样一种观点，即工作重塑可以使教师更好地调整自己的角色与个人和专业需求，从而改善教师的福祉。

此外，自我效能感与工作塑造和教师幸福感呈正相关。自我效能感高的教师更有可能从事工作塑造行为，而自我效能感较高的教师也表现出更好的工作满意度、更高的工作投入度和更低的压力。这表明，教师对自己影响学生学习和管理课堂挑战的能力的信念在激励他们参与工作塑造和为他们的整体福祉做出贡献方面发挥着至关重要的作用。

    分析还表明，自我效能感与工作投入度呈中度正相关，这表明对自己的能力充满信心的教师更有可能在工作中投入情感和认知。研究发现，压力水平与自我效能感和工作满意度呈负相关，这表明自我效能感和工作满意度较高的教师所承受的工作相关压力较小。

4.3多元回归分析

为了检验研究假设，我们进行了多元回归分析，以自我效能感作为中介，考察工作重塑对教师幸福感的直接和间接影响。回归模型揭示了几个重要发现：

假设1是较高的幸福感与精心设计工作的教师呈正相关。研究结果表明，工作投入度、工作满意度、压力减轻和结构性工作资源增加之间存在密切关系。表明就业资源的开发对高中教育工作者的福祉产生重大影响。关于第一个假设，结构性工作资源的创造在中学教育工作者管理压力能力的变化中占 11%，在工作投入度的变化中占 33%，在工作满意度的变化中占 31%。结果，假设1得到证实。

假设2提出精心设计高中教师的工作可以积极提高他们的福祉。这一发现意味着，创造更多的社会就业资源将通过减轻压力、提高工作投入度和工作满意度来提高中学教育工作者的福祉。研究结果表明，社会工作场所资源的发展与幸福感的改善（即工作满意度、工作投入度和较低的压力水平）之间存在密切的相关性。调查结果证实了假设二

假设3指出，自我效能感对教师的幸福感有积极的影响（即工作满意度、工作投入度和较低的压力）。研究结果表明，在其他条件相同的情况下，自我效能感对教师的幸福感具有显着的积极影响。  因此，所提出的假设得到了验证。这就解释了为什么工作量较多的高中教师的倦怠率更高。

假设4结果得到验证，表明工作重塑和高中教师的幸福感是由自我效能感介导的。据此，如果通过自我效能感增加结构性工作资源、社会性工作资源、减少困难性和阻碍性的工作要求，那么幸福感就会得到改善（即压力水平下降、工作投入度提高、工作满意度提高）。根据这项研究，在工作中故意设置障碍的高中教师表示，他们感觉自己的倦怠程度较低，而且对工作更加投入和满意。然而，结果并不是那么值得注意。由此，假设4得到验证。

这些发现证实了之前的研究表明，工作重塑是改善教师福祉的重要方法，特别是在高要求的教育环境中。它强调需要机构支持来促进工作塑造行为，包括提供专业发展机会、培养协作工作文化以及制定使教师能够界定其工作职责的法规。实证研究结果强调了工作重塑作为提高埃塞俄比亚高中教师福祉的机制的重要性。研究表明，促进工作重塑文化和提高教师自我效能可能会导致教师队伍更加敬业、满足和有弹性。这些结果为政策制定者和教育管理者制定提高教师福祉的举措提供了重要见解，从而培育了更高效和可持续的教育体系。

5.结论和建议

论文基于埃塞俄比亚亚的斯亚贝巴高中教师分析，探讨工作塑造等主动行为与自我效能相结合如何影响教师的工作满意度、工作投入度和压力水平。研究结果提供了大量证据来支持这些因素在提高教师福祉方面的重要性，并从数据分析中得出了几个关键结论：

   1）工作重塑改善教师福祉。该研究得出的第一个也是最突出的结论是工作重塑可以显着提高教师的福祉。积极参与工作塑造行为（包括修改任务、寻求反馈和改变对工作的看法）的教师报告称，工作满意度更高、工作投入程度更高、压力水平更低。这一结论与工作要求-资源（JD-R）模型的原则相一致，该模型表明主动的工作重新设计可以通过增强工作资源的可用性同时减轻工作需求的负面影响来改善员工的福祉。对于教师来说，工作重塑是一种机制，使他们能够更好地应对职业固有的挑战，例如高工作量、大班级规模和情感需求。通过调整他们的任务或与学生和同事的关系，教师可以创造一个更充实、压力更小的工作环境。

2）自我效能感调节工作重塑与教师幸福感之间的关系。这项研究的一个重要发现是，自我效能感在工作重塑和教师幸福感之间发挥着关键的中介作用。具有较高自我效能信念的教师（那些对自己影响学生学习和管理课堂挑战的能力充满信心的教师）更有可能参与工作塑造行为。此外，这些教师的工作满意度更高，压力水平更低。这一发现支持班杜拉的自我效能理论，该理论认为，相信自己有能力取得成功的人更有可能采取积极主动的措施来改变工作环境，以提高自己的幸福感。在教学中，自我效能感可以增强韧性和动力，使教师能够有效应对与工作相关的挑战，采取创新策略，并积极塑造自己的工作角色。

3）工作塑造增强教学的意义和目的。该研究的另一个重要结论是，工作重塑增强了教师个人目标与其专业角色之间的一致性，从而使他们的工作具有更强的意义和目的感。从事工作重塑行为的教师，特别是那些涉及认知重塑（例如，重新定义教学意义）的教师，报告了更大的成就感和目标感。这与工作重塑允许员工将他们的工作与他们的内在价值观联系起来，让他们的任务感觉更有意义的想法是一致的。认为自己的工作具有更高目标的教师更有可能保持敬业度、积极性和奉献精神，从而获得更好的工作成果并提高幸福感。

4）学校环境对教师的身心健康起着至关重要的作用。学校环境被认为是影响教师幸福感的关键因素。能够进入支持性学校环境（以同事协作、充足的资源和专业发展机会为特征）的教师更有可能参与工作塑造行为，并报告更高水平的工作满意度和工作投入度。这表明学校管理者和政策制定者需要专注于创造促进自主、协作和专业发展的工作环境，以鼓励教师参与工作塑造。相比之下，资源较少或行政支持较少的学校的教师报告压力水平较高，工作满意度较低，这凸显了制度因素在塑造教师福祉方面的重要性。

    这项研究的结果对教育政策、学校管理和教师专业发展具有重要意义。结果表明，工作塑造和自我效能是提高教师福祉的有力工具，因此，应将其纳入旨在提高整体教育质量的政策和实践中，具体管理建议如下：

   1）促进学校的就业塑造。基于工作重塑可以改善教师福祉的证据，学校管理者和政策制定者应该鼓励和促进教师的工作重塑行为。这可以通过为教师提供更大的工作自主权来实现，使他们能够调整任务和教学策略，以更好地适应他们的个人喜好和专业优势。学校还可以通过促进协作环境来鼓励关系塑造，在这种环境中教师可以与同事建立积极的关系并获得反馈。认知塑造可以通过帮助教师重新构建角色并将教学视为有意义和有影响力的职业来支持。专业发展计划、指导和同伴支持系统都有助于在学校内培养就业塑造文化。

2）提升教师自我效能感。研究结果强调了自我效能感在改善教师福祉方面的重要性，表明提高教师自我效能感的努力应该成为专业发展计划的中心重点。相信自己有能力取得成功的教师更有可能采取主动的工作塑造行为并体验到更好的工作成果。为了提高自我效能，学校应该为教师提供培训、指导和支持的机会，以建立他们对自己教学能力的信心。此外，创造一个重视教师投入、提供建设性反馈并培养成长心态的工作环境可以进一步提高教师的自我效能。鼓励教师设定可实现的目标、反思自己的成功并庆祝进步也可以增强他们对自己能力的信心。

3）改善学校资源和支持。该研究强调了学校环境在塑造教师福祉方面的重要性。为了提高教师的工作满意度并减轻压力，学校必须提供足够的资源、支持和专业发展机会。学校领导应努力确保教师能够获得成功所需的工具和材料，以及合作和专业发展的时间和空间。创造一个优先考虑教师福祉的支持性环境——例如提供心理健康资源、创造积极的学校文化以及鼓励工作与生活的平衡——将进一步提高教师的参与度并减少职业倦怠。

论文虽然对工作塑造、自我效能和教师幸福感之间的关系提供了重要的见解，但必须承认一些局限性。在未来的研究中解决这些局限性可能有助于完善和扩展研究结果，进一步增强我们对这些关键问题的理解。

    这项研究的主要局限性之一是其横截面设计，它捕获单个时间点的数据。因此，该研究无法建立感兴趣的变量之间的因果关系。虽然研究表明工作重塑、自我效能和教师幸福感之间存在显着关联，但这些关系的方向无法完全证实。例如，目前尚不清楚工作重塑是否会带来更高的自我效能感和改善的幸福感，或者具有高幸福感和自我效能感的教师是否更有可能从事工作重塑行为。未来使用纵向设计的研究将能够更好地跟踪随时间的变化并探索起作用的因果机制。

第二项研究仅限于埃塞俄比亚亚的斯亚贝巴的高中教师。虽然这些发现在埃塞俄比亚背景下很有价值，但它们可能无法推广到具有不同教育体系、文化规范或教学实践的其他地区或国家。例如，其他非洲国家或更发达国家的教师可能面临不同的挑战或以不同的方式经历工作重塑。未来的研究应考虑在不同的地理位置（包括农村和城市环境）或在具有不同教育和文化背景的其他国家复制这项研究，以评估研究结果的普遍性。

本研究主要关注教师自我报告的对工作塑造和幸福感的看法。然而，教师幸福感受到许多外部因素的影响，例如学校文化、行政支持和可用资源，本研究并未深入探讨这些因素。虽然该研究将学校环境作为控制变量，但对学校特定因素（包括领导风格和机构支持）进行更彻底的检查，可以更细致地了解这些外部因素如何与工作塑造和自我效能相互作用，从而塑造教师的福祉。

未来的工作主要有三方面：

  一是纵向研究。为了解决横断面设计的局限性，未来的研究应采用纵向方法来跟踪较长时期内工作塑造行为、自我效能和教师幸福感的变化。纵向研究将为因果关系提供更强有力的证据，并使研究人员能够研究一个变量（例如工作重塑）的变化如何导致教师福祉的长期改善。此类研究还可以探讨持续参与工作塑造如何影响教师倦怠或随着时间的推移保留工作。

二是扩大样本。未来的研究可以扩大样本范围，包括来自埃塞俄比亚不同地理区域或其他国家的教师，特别是那些具有不同教育体系和教师群体的教师。更大、更多样化的样本将增强研究结果的外部有效性，并提供对工作塑造和自我效能如何在不同教学环境中运作的更全面的理解。此外，研究还可以探讨学校类型（例如私立与公立）、年级水平和学科领域等背景因素如何调节工作塑造、自我效能和教师幸福感之间的关系。

   

 

 

 

 

 

Improving teachers' professional well-being is not only the basic right of teachers' professional life, but also an important aspects of teachers' professional development. The factors affecting occupational well-being are diverse, and the related factors of work itself are the key influencing factors. Existing studies have found that, on the one hand, job crafting can predict teachers' sense of work meaning, work engagement and work performance, improve teachers' job satisfaction, and enable teachers to experience the value of educational work. Taking Ethiopian high school teachers as an example, this paper studies the impact of job crafting on job well-being, and the topic selection has certain theoretical and practical application value.

According to the job demand and resource model and self-efficacy theory, this paper constructs the conceptual model of job crafting, teachers' job well-being and self-efficacy. Through a questionnaire survey, the sample data of high school teachers in the capital of Ethiopia were collected, and the descriptive statistics and multiple regression methods were used to empirically analyze the impact of job crafting on job well-being. The study found that: job crafting helps to improve the fit between teachers and the workplace, so as to enhance teachers' job well-being and create more meaning for their work; To further study the mediating role of self-efficacy in the relationship between job crafting and teacher well-being.

Based on the above research results, this paper puts forward some management suggestions. Firstly, it pays attention to the analysis of teachers' internal factors, such as personal motivation and self-efficacy, which affect the initiation and maintenance of job crafting behaviors. Secondly, attention should be paid to the external factors of teachers, such as environment and institutional support, to provide necessary information, resources and incentives for job crafting behaviors. School administrators help teachers improve their job crafting ability through education and training, psychological promotion, quality development and other ways, and guide teachers to reconstruct their work identity and meaning with a proactive attitude, so as to improve their work performance and happiness.

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