| There is few domestic research touching upon work alienation, and the researches on the work alienation of the elementary school teachers is blank. This study integrated the existing research results at home and board, draw lessons from the existing related questionnaire by open questionnaire and interview survey, which compiled the scale of work alienation of the elementary school teachers. Totally 420 elementary school teachers randomly selected from many schools in Fuzhou, Quanzhou, Ningde, Xiamen and Longyan of Fujian province were tested by adopting open questionnaire, self-made scale, social support rating scale(SSRS) and teachers occupational commitment questionnaire. Based on the measurement, this study is to investigate the status and features of work alienation, social support and occupational commitment of elementary school teachers, to analysis the relationship with each other. And this can provide reference and guidance for how to improve the level of social support of the elementary school teachers, reducing the degree of work alienation and promote teachers’ professional commitment. The main result of this study as follows.(1)There are four dimensions in self-made scale of work alienation of elementary school teachers, which has 18 projects.They are sense of non-participation, sense of normlessness, sense of powerlessness and interpersonal alienation. Therefore, this scale has a good reliability and validity, achieving the requirement of psychometric and regarding as a measuring tool of work alienation o f elementary school teachers.(2)The total score of work alienation of the elementary school teachers is lower than the theoretical value, but it’s not obvious.While the sense of normlessness is the highest, work alienation is the least. Furthermore, the sense of non-participation is higher than the sense of powerlessness.There is no significant deference that work alienation of elementary school teachers in gender, school property, whether to teach the multi-discipline, whether as a teacher in charge, or whether concurrently hold other administrative duties. On the contrary, the deference in teaching age, marital status, educational background, whether to teach multiple grades and whether professional is consistent or not are significant. In general, from the dimension, firstly,there is significant deference of the score of the sense of non-participation on whether teach multiple grades. Secondly, there is significant deference of the score of the sense of normlessness educational background. Thirdly, there is significant deference of the score of the sense of powerlessness on ages, teaching ages, marital status, the title and whether professional is consistent or not. Fourthly, there is significant difference of work alienation on teaching ages, marital status, the title, educational background, whether to teach multiple grades and whether professional is consistent or not.(3)The total score of social support of elementary school teachers is higher the the theoretical value. Three dimension scores from high to low in turn is subjective support, objective support and support utilization. At the same time, the score of social support of elementary school teachers has no significant difference in gender with its various dimensions. On the other way, there is significant difference on ages, teaching ages, educational background and the title.(4)The occupational commitment of elementary school teachers is above the middle level. The highest level is norm commitment. Compared to affective commitment, the level of continuance commitment is the lowest. The difference within the occupational commitment of elementary school is slight regarding to a gender, class teacher or not, and whether have other administrative posts. Simultaneously, there is significant difference of occupational commitment, affective commitment and norm commitment on ages, teaching ages, marital status, educational background, the title and whether teach multiple subjects and grades. In comparison with other variables, continuance commitment has outstanding difference on educational background and marital status.(5)The negative correlation between the social support and work alienation and its dimensions of elementary school teachers is marked. While the positive correlation between the total score of social support and its dimensions of elementary school teachers and the total score of affective commitment, norm commitment and continuance commitment is remarkable, continuance commitment is slight.The negative correlation between the total score of work alienation and its dimensions of elementary school teachers and the total score of affective commitment, norm commitment and occupational commitment is marked. But, the relations between work alienation and its dimensions of elementary school teachers and continuance commitment is positive correlation.(6)The social support has a great influence on the sense of powerlessness by objective support and subjective support. Meanwhile, social support has a deep impact on the sense of non-participation, the sense of normlessness and work alienation by objective support.The objective support and the use of social support can deeply positively predict teachers’ occupational commitment and also can extraodinary positively predict affective commitment and norm commitment.(7)On the way, work alienation affects occupational commitment greatly by the sense of powerlessness and the sense of non-participation. On the other way, the sense of non-participation and the sense of powerlessness can terrifically negatively predict affective commitment. In comparison to the sense of normlessness and the sense of non-participation can deeply positively predict the continuance commitment, the sense of powerlessness, the sense of non-participation and work alienation can wonderful negatively predict norm commitment.(8)Work alienation serves as a part intermediary in places which social support has an effect on occupational commitment. |
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