实证研究

中小学教师志愿行为的多元结构：共存、异质性与群体画像

作者：张网成^1,*，余卓尔²

¹北京师范大学社会学院北京

²同济大学机械工程与机器人学院上海

^*标记署名为通讯作者

提交：2026-02-05录用：2026-05-18出版：2026-06-30

社会工作与志愿服务 2026, 3(1), 52-71; https://doi.org/10.58244/jswv.260003

课题资助：自筹经费。无利益冲突需要说明。

摘要：

中小学教师的志愿行为呈现出多元的特点，具体包括慈善捐赠、组织化志愿服务、个人无偿服务这三类亲社会志愿行为。本研究依据对全国13067名中小学教师展开的问卷调查所获取的数据，对这三类志愿行为的参与率、共存性、相关结构进行了考察，同时运用潜类别分析来识别教师志愿行为之中内在的异质性群体。研究有如下发现：其一，这三类志愿行为的参与率都处在相对较高的水平，其中慈善捐赠的参与率是最高的，五年以来达到了98.16%，在2019年为92.90%，而组织化志愿服务的参与率是最低的，五年以来为79.70%，2019年是72.04%。要注意的是，由于受到样本选择性偏差的影响，也就是未参加过志愿服务的教师放弃完成问卷的比例相对更高，所以上述这些数值有可能存在高估的情况。通过采用校正推算、与CSS数据进行交叉验证的方式得出，教师真实参与率约为42.0%，该数据仍高于普通居民，普通居民参与率为18.2%。在三种志愿行为组合当中，“三类均参与”的人占比65.65%，呈现出显著的共存结构，并非替代关系。Spearman相关分析表明，三种志愿行为两两之间存在正相关关系（ρ=0.395~0.568），这一结果支持亲社会倾向累积假说。潜类别分析识别出五种志愿行为模式，分别是全方位超高强度参与型，占比7.55%，全方位高参与型，占比10.35%，中等综合参与型，占比25.52%，低度综合参与型，占比28.62%，非组织化低参与型，占比27.96%，从这里也能看出低参与与非组织化群体的合计占比情况。群体画像分析显示，学校组织教师志愿服务频率、教师职业认同、利他动机等是区分不同志愿行为类别的关键特征变量。本研究为理解教师志愿行为的多元结构提供了经验证据，并对分类施策的政策实践提出了启示。

关键词：中小学教师；志愿行为；行为共存；潜类别分析；群体画像

Abstract:

The voluntary behaviors of primary and secondary school teachers exhibit diverse characteristics, specifically including three types of prosocial voluntary behaviors: charitable donations, organized volunteering, and personal unpaid service. Based on data from a nationwide survey of 13,067 primary and secondary school teachers, this study examines the participation rates, coexistence patterns, and correlational structures of these three types of voluntary behaviors, and uses latent class analysis to identify intrinsically heterogeneous subgroups within teachers’voluntary behaviors. The findings are as follows: First, the participation rates for all three types are relatively high, with charitable donations showing the highest rate (98.16% over the past five years, and 92.90% in 2019), while organized volunteering shows the lowest rate (79.70% over five years, and 72.04% in 2019). It should be noted that due to sample selection bias (i.e., teachers who had never participated in volunteering were more likely to abandon the questionnaire), these figures may be overestimated. Using adjusted estimates and cross-validation with CSS data, the true participation rate of teachers is approximately 42.0%, which is still higher than that of ordinary residents (18.2%). Among the eight possible combinations of the three behaviors, the “participation in all three” category accounts for 65.65%, indicating a strong coexistence structure rather than a substitution relationship. Spearman correlation analysis shows positive correlations between each pair of the three behaviors (ρ = 0.395–0.568), supporting the prosocial tendency accumulation hypothesis. Latent class analysis identifies five patterns of voluntary behavior: all-round ultra-high intensity participation (7.55%), all-round high participation (10.35%), moderate comprehensive participation (25.52%), low comprehensive participation (28.62%), and non-organized low participation (27.96%). The combined proportion of low-participation and non-organized groups is noteworthy. Group profiling reveals that the frequency of school-organized teacher volunteering, teacher professional identity, and altruistic motivation are key distinguishing characteristics across different behavioral classes. This study provides empirical evidence for understanding the multidimensional structure of teachers’voluntary behaviors and offers implications for targeted policy interventions.

Keywords: Primary and secondary school teachers; Voluntary behaviors; Behavioral coexistence; Latent class analysis; Group profiling

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作者 / Authors：

张网成，北京师范大学社会学院，教授。

余卓尔，同济大学机械工程与机器人学院，研究生。