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专业成长互助小组干预对心理健康教师职业幸福感的影响——基于行动研究

The Effect of Professional Growth Mutual Aid Group Intervention on the Occupational Well-being of Mental Health Teachers: An Action Research

王璐颖¹, 黄砾卉², 谭靖瑶³, 杨家容⁴, 曾麟⁵

Psychology of China / 2026,8(8): 1148-1155 / 2026-08-13 131 34

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• Information:

  1．宜宾市教师发展与教育科学研究所，宜宾；
  2．四川师范大学，成都；
  3．宜宾市一曼中学校，宜宾；
  4．宜宾市第一中学校，宜宾；
  5．宜宾市中山街小学校，宜宾

• Keywords:
  Perceived organizational support; Mental health teachers; Occupational well-being; Work engagement; Action research
  组织支持感; 心理健康教师; 职业幸福感; 工作投入; 行动研究
• Abstract: To explore an effective approach to improving the occupational well-being of mental health teachers, this study took perceived organizational support as the entry point and adopted the action research paradigm to construct a professional growth intervention model characterized by “backbone teacher leadership + peer mutual assistance”. It examined the impacts of this model on mental health teachers’ perceived organizational support, work engagement and occupational well-being, as well as the internal mechanism of action. A total of 24 mental health teachers with moderate to low levels of occupational well-being were selected and randomly divided into an experimental group (12 participants) and a control group (12 participants). The experimental group received a 6-week intervention via the professional growth mutual aid group, while the control group maintained their routine work without additional intervention. Pre-test and post-test measurements were conducted using the Perceived Organizational Support Scale, Utrecht Work Engagement Scale and Occupational Well-being Scale, and thematic analysis was performed on qualitative data. The results showed that: (1) The intervention did not yield a statistically significant improvement in perceived organizational support, yet it reversed the natural declining trend observed under the non-intervention condition and presented a slight overall positive tendency; (2) The variation ranges of perceived organizational support, work engagement and occupational well-being were significantly positively correlated with one another; (3) Work engagement played a full mediating role between perceived organizational support and occupational well-being; (4) Qualitative data revealed that the intervention facilitated progressive positive changes in teachers’ perceived organizational support, professional competence, work engagement and occupational well-being. 为探索提升心理健康教师职业幸福感的有效路径，本研究以组织支持感为切入点，采用行动研究范式，构建“骨干教师引领+同伴互助”的专业成长干预模式，考察其对心理健康教师组织支持感、工作投入与职业幸福感的影响及内在作用机制。选取24名职业幸福感处于中低水平的心理健康教师，随机分为实验组（12人）与控制组（12人），实验组接受为期6周的专业成长互助小组干预，控制组保持常规工作状态。运用组织支持感量表、工作投入量表、职业幸福感量表进行前后测，并结合质性资料开展主题分析。结果表明：（1）干预未使组织支持感产生统计学显著提升，但改变了无干预条件下自然衰减的发展趋势，整体呈现小幅正向变化的趋势；（2）组织支持感、工作投入与职业幸福感的变化幅度呈显著正相关；（3）工作投入在组织支持感与职业幸福感之间起完全中介作用；（4）质性资料显示，干预促进教师在组织支持感知、专业胜任力、工作投入与职业幸福感方面实现阶梯式积极转变。
• DOI: 10.35534/pc.0808169 (registering DOI)
• Cite: 王璐颖，黄砾卉, 谭靖瑶, 杨家容, 曾麟. (2026). 专业成长互助小组干预对心理健康教师职业幸福感的影响——基于行动研究. 中国心理学前沿, 8 (8), 1148-1155.