幼儿教师工作家庭冲突对工作投入的 影响: 情绪智力的调节作用

Impact of Work-Family Conflict on Work Engagement among Preschool Teachers: Emotional Intelligence as a Moderator

选取河南省270 名幼儿教师为被试进行问卷调查，探讨工作家庭冲突与工作投入的关系， 以及情绪智力对这一关系的调节效应。结果表明: 幼儿教师工作家庭冲突水平较高，且工作对家庭的 干扰效应更明显; 幼儿教师工作家庭冲突、情绪智力分别负向和正向预测其工作投入; 幼儿教师情绪智 力可以调节工作家庭冲突对其工作投入的负性影响，具体而言，在低情绪智力水平下，幼儿教师的工作 家庭冲突可以负向预测其工作投入水平，而在高情绪智力水平下，幼儿教师的工作家庭冲突对其工作 投入影响不显著。

To explore the relationship between work-family conflict，emotional intelligence and work engagement among preschool teachers，a total of 270 preschool teachers in Henan province were selected to complete the survey． The result indicated that ( a) the level of preschool teachers’work-family conflict ( WFC) was a little high，and compared with their family interfere work ( FIW) ，their work interfere family ( WIF) was more serious; ( b) preschool teachers’work-family conflict negatively predicted their work engagement， while their emotional intelligence positively predicted their work engagement; and ( c) preschool teachers’emotional intelligence was a moderator between their work-family conflict and work engagement; specifically， preschool teachers’work-family conflict negatively predicted their work engagement at the low level of their emotional intelligence． However，at the high level of their emotional intelligence，preschool teachers’workfamily conflict did not impact their work engagement significantly．