【摘要】 目的 为了探究职业认同、集体自尊和个体自尊对中学教师职业获得感的影响及其作用机制。方法 2022年5～6月采用职业认同问卷、职业获得感问卷、集体自尊量表和Rosenberg自尊量表中文版（SES）对656名中学教师进行问卷调查，以探究中学教师职业获得感的影响因素及其作用机制。结果 结果表明中学教师职业认同、个体自尊、集体自尊、职业获得感两两之间均存在显著正相关；中学教师的职业认同既可以直接影响其职业获得感，也可以通过集体自尊的单独中介作用和个体自尊-集体自尊的链式中介作用间接影响其职业获得感；个体自尊在中学教师的职业认同对其职业获得感的影响中单独中介作用不显著。结论 个体自尊和集体自尊在中学教师的职业认同对其职业获得感的影响中起链式中介作用。更多还原

【Abstract】 Objective In order to explore the effects and mechanisms of professional identity, collective self-esteem, and individual self-esteem on the sense of professional achievement of middle school teachers. Methods A questionnaire survey was conducted on 656 middle school teachers from May to June 2022 using the occupational identity questionnaire, occupational achievement questionnaire, collective self esteem scale, and individual self esteem scale to explore the influencing factors and mechanisms of occupational achievement among middle school teachers. Results The results show that there is a significant positive correlation between professional identity, individual self-esteem, collective self-esteem, and sense of professional achievement among middle school teachers; The professional identity of middle school teachers can directly affect their sense of career achievement, or indirectly affect their sense of career achievement through the individual mediating effect of collective self-esteem and the chain mediating effect of individual self-esteem collective self-esteem; Individual self-esteem does not have a significant mediating effect on the impact of professional identity on the sense of professional achievement of middle school teachers. Conclusion Individual self-esteem and collective self-esteem play a chain mediating role in the impact of professional identity on the sense of professional achievement of middle school teachers.更多还原