教師の職業的アイデンティティ形成に及ぼすキャリアレジリエンスの働き : ストレッサーに着目して

The Role of Career Resilience in the Process of Teachers’ Vocational Identity Formation: When Facing Stressors

児玉 真樹子

広島大学大学院人間社会科学研究科紀要. 教育学研究

Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education

[ISSN] 2436-0333

[NCID] AA12909086

The purpose of this study was to examine the role that career resilience plays in the process of teachers’ vocational identity formation when facing work stressors. On the basis of previous studies that examined the role of career resilience among company employees, the following hypotheses were established: (1) career resilience would prevent the development of a negative psychological condition when facing stressors, thereby promoting vocational identity formation; (2) career resilience would decrease the negative influence of psychological symptoms caused by stressors on vocational identity. An online survey was conducted, and data were obtained from 285 elementary school teachers. The results of multiple regression analyses supported hypothesis (1). However, the results of analysis of variance did not support hypothesis (2). Those outcomes could have been due to differences in the types of stressor between teachers and company employees. Teachers tend to face interpersonal relationship stressors—especially regarding student-teacher relationships. When confronting such stressors, career resilience would not decrease the negative influence of psychological symptoms on vocational identity.

teacher

career resilience

vocational identity

stressor

教師

キャリアレジリエンス

職業的アイデンティティ

ストレッサー

日本語

広島大学大学院人間社会科学研究科

Copyright (c) 2021 人間社会科学研究科

[ISSN] 2436-0333

[NCID] AA12909086