This study develops an understanding of the relationships among personal accomplishment, resilience, and teaching multiple school subjects role conflict (TMSS-RC) among Irish post-primary, multi-subject teachers. A theoretically informed conceptual framework was developed to explain the relationships among personal accomplishment, resilience, and the sub-domains of TMSS-RC: status conflict, schedule conflict, and energy expenditure. Participants included 259 post-primary teachers across Ireland who were responsible for teaching physical education and at least one other school subject concurrently. Participants completed a 46-item, cross-sectional survey consisting of a demographics questionnaire, the TMSS-RC scale, the personal accomplishment subscale from the Maslach Burnout Inventory–Educators Survey, and the 10-item version of the Connor–Davidson Resilience Scale. Concurrent confirmatory factor analysis was first used to confirm the psychometric quality of the hypothesised factor structure. Results indicated that the hypothesised model was a good fit for the data. Structural equation modelling was then used to examine and verify the hypothesised relationships of the conceptual model. Results supported the model with mediation, which showed good model fit: C3(129) = 174.97, p = 0.004, χ ²/df = 1.36; root mean square error of approximation = 0.044 (90% confidence interval = 0.031, 0.057; p = 0.770), standardised root mean square residual = 0.058; non-normed fit index = 0.974; comparitive-fit index (CFI) = 0.978. Collectively, results indicate that as teachers’ levels of personal accomplishment and resilience increase, their experiences of TMSS-RC decrease. This suggests that stress as a result of teaching multiple school subjects concurrently can be reduced with an increase in teachers’ perceived levels of personal accomplishment and resiliency.

这项研究发展了对个人成就感，韧性和在爱尔兰小学后，多学科教师中教授多个学校科目角色冲突（TMSS-RC）之间的关系的理解。建立了理论上可行的概念框架，以解释个人成就，韧性和TMSS-RC的子域之间的关系：状态冲突，进度冲突和能源消耗。参与者包括爱尔兰的259名小学后教师，他们同时负责体育教学和至少一门其他学校课程。参与者完成了46项横断面调查，包括人口统计学调查表，TMSS-RC量表，Maslach倦怠量表-教育者调查中的个人成就量表，以及Connor-Davidson弹性量表的10个项目。并发确认性因素分析首先用于确认假设因素结构的心理计量质量。结果表明，假设模型非常适合数据。然后，使用结构方程模型来检查和验证概念模型的假设关系。结果在中介作用下支持该模型，结果显示模型拟合良好：C3（129）= 174.97，p = 0.004，χ ² / DF = 1.36; 近似均方根误差= 0.044（90％置信区间= 0.031，0.057; p = 0.770），标准均方根残差= 0.058; 非规范拟合指数= 0.974；比较拟合指数（CFI）= 0.978。总体而言，结果表明，随着教师个人修养和韧性水平的提高，他们对TMSS-RC的体验也随之降低。这表明，同时提高多个老师对个人成就感和韧性的感知水平，可以减轻因同时教多个学校科目而引起的压力。