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《Journal of Southwest University(Natural Science Edition)》 2017-06
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Teacher Autonomy and Teachers'Mental Health:the Moderating Effect of Perceived Social Support

GUO Cheng;YANG Yu-jie;LI Zhen-xing;LIU Yan-ling;Mental Health and Education Research Center,Faculty of Psychology,Southwest University;  
A sample of 1251 primary and secondary school teachers in China completed the Questionnaire of Teachers'Autonomy Level,Perceived Social Support Scale and SCL-90.The results showed that the autonomy level of primary and secondary school teachers was,on the whole,relatively high,but the development was unbalanced on four dimensions.Their perceived social support level was fairly high,and significant differences in perceived social support level were found on gender and school stage.These teachers'average score of SCL-90 was remarkably higher than the national normal,which revealed that these teachers'mental health was worrisome.Teacher autonomy could significantly predict a teacher's mental health,suggesting that the higher the level of teacher autonomy,the better his mental health would be.A teacher's perceived social support moderated the relationship between his teacher autonomy and mental health;in other words,the negative effect of lower teacher autonomy on his mental health decreased with increasing perceived social support level.
【Fund】: 国家社会科学基金教育学一般课题(BBA120016)
【CateGory Index】: G443
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