伊宁市民汉合校中学教师群体凝聚力研究

发布时间：2018-05-01 10:08

本文选题：民汉合校 + 教师群体　；参考：《伊犁师范学院》2017年硕士论文

【摘要】：伊宁市是一个多民族、多语种聚居区,但长久以来各民族师生却在相对单一封闭的校园环境中学习成长。自2010年以来,为提升少数民族学生的社会适应能力和双语水平,促进各民族师生之间的交往与交融,自治区政府加快了伊宁市各校的民汉合校进程,伊宁市民汉合校学校数量显著增多,基本形成了一体多元文化环境下互学互助的氛围,极大增强了各民族对彼此风俗文化、价值体系的了解,全面深化了各民族师生的融合。然而,民汉合校学校依然存在许多值得深入探究的内容,如:民汉合校学校是否对教师具有吸引力?各民族教师间是否具有吸引力?各民族教师对民汉合校学校的满意度如何?解决这一切问题的关键是提升民汉合校学校教师群体的凝聚力。众所周知,教师是学校教育的灵魂,也是学校生存的基础,更是学校发展的核心,深刻影响学生的知识建构、个性培养和人格塑造等。教师群体凝聚力是教师队伍建设的支撑,也是教师队伍发展的保证,反映了教师群体为实现学校目标而采取的行动所具有的一致性和坚持性,这种力量有力地促使教师群体在自我建设、成长过程中不断发展壮大。因此强化民汉合校教师群体凝聚力就成了提升学生学习能力,提高学校教学质量,增强学校竞争力以及实现民汉合校宗旨的关键环节。本研究以伊宁市民汉合校中学教师群体凝聚力为研究对象,对伊宁市的四所民汉合校中学的各民族教师进行问卷调查、访谈,从各民族教师对民汉合校学校的满意度、教师间的吸引力、民汉合校学校对教师的吸引力等三个维度测量教师群体凝聚力的现状,并通过SPSS19.0统计软件进行描述性统计和差异分析。研究发现民汉合校学校对教师吸引力相对较低。如:学校领导缺乏一定的胜任力和影响力,在管理方式、物质激励、情感关怀、利益分配方面存在问题。各民族教师之间对彼此的文化、风俗习惯、价值观的认同度较高,能很好地进行交流沟通与协作,在工作中能相互信任、包容、帮助,具有较好的吸引力。但各民族教师对于彼此的工作能力和工作态度的认可度较低,影响了教师之间的吸引力水平。此外,各民族教师对民汉合校学校的整体满意度较高,但在年度考核、绩效评定体系,职务、职称晋升体系、校园文化氛围、福利待遇等方面,教师的满意度相对较低。此外,本研究通过查阅相关文献、访谈教师和学校管理者,分析出影响民汉合校教师群体凝聚力的因素包含两个方面,即学校内部因素和学校外部因素。其中,内部因素包括学校的领导因素、组织因素以及教师个体因素,而外部因素则包括了民汉合校学校的社会地位、声誉以及学校的外部环境。因此,根据存在的问题,分别从学校层面和教师层面、外部环境三个维度分析归纳出提升民汉合校教师群体凝聚力的有效策略。即通过建立健全民汉合校学校教师激励机制、公平公正地分配各民族教师的利益、加强校园文化建设、积极构筑民汉合校学校教师的共同信念、提升各民族教师间的认同感、积极构建良好的外部环境等措施以期促进民汉教师间的人际关系和谐,推动各民族教师的真正融合,从而提升民汉合校学校管理效能及外部竞争力,推进各民族教师建立友善和谐的社会主义新型民族关系,实现各民族的共同繁荣与进步。
[Abstract]:Yining is a multi-ethnic, multilingual settlement area, but for a long time, the teachers and students of various nationalities have learned and grown in a relatively single and closed campus environment. Since 2010, the autonomous region government has speeded up the schools of Yining in order to improve the social adaptability and bilingualism of the minority students and promote the communication and blending between the teachers and students of all ethnic groups. In the process of the combination of the people and the Han Dynasty, the number of schools in the Han and Chinese schools in Yining has increased significantly, which has basically formed an atmosphere of mutual learning and mutual assistance under the integrated multicultural environment, which has greatly enhanced the understanding of the cultures of each other and the value system of each other, and has deepened the integration of the teachers and students in all ethnic groups. The contents of the study are as follows: is it attractive to the teachers of the people and the Han school? Are the teachers among the nationalities attractive? How are the satisfaction of the teachers of each ethnic group to the school of the people and the Han school? The key to solving these problems is to improve the cohesiveness of the school teachers of the people and the Han school. The foundation of survival is the core of the development of the school, which profoundly affects the knowledge construction of the students, the cultivation of personality and the molding of personality. The cohesion of the teacher group is the support of the construction of the teacher team and the guarantee of the development of the teachers' team, which reflects the consistency and persistence of the actions taken by the group of teachers to achieve the goal of the school. It is a key link to enhance the learning ability of the students, improve the quality of the school, enhance the competitiveness of the school and realize the aim of the people and the Chinese and the Han school. This study is based on the teachers group of the Yining people in Han and Han schools. As the research object, a questionnaire survey was carried out on the teachers of four people in Yining and Han school in Han and Han schools. Interviews were conducted to measure the status of the group cohesion from three dimensions, such as the satisfaction of the teachers of each ethnic group, the attractiveness of the teachers, the attractiveness of the school to the teachers, and the SPSS19.0 statistics. The research shows that the school leaders are less attractive to teachers. For example, there is a lack of competence and influence in school leaders, and there are problems in management, material incentives, emotional care and distribution of interests. The same degree is high, it is able to communicate and cooperate well with each other, and it can be trusted, inclusive and helpful in work. However, teachers of all nationalities have low recognition of their working ability and working attitude, which affects the level of attraction between teachers. The degree of teachers' satisfaction is relatively low in the annual assessment, performance evaluation system, job title, job title promotion system, campus cultural atmosphere, and welfare benefits. In addition, through consulting relevant literature, interviews with teachers and school administrators, this paper analyzes two factors that affect the cohesion of the school teachers' group. The internal factors of the school and the external factors of the school. Among them, the internal factors include the leading factors, the organizational factors and the individual factors of the teachers, while the external factors include the social status, reputation and the external environment of the school. Therefore, according to the existing questions, the external environment is from the school level, the teacher level and the external environment. The three dimensions of the analysis and induction of the effective strategies to enhance the cohesion of the people and the Han school teachers. That is, through the establishment and improvement of the incentive mechanism of the school teachers of the people and the Han Dynasty, a fair and equitable distribution of the interests of the teachers of all nationalities, the strengthening of the construction of the campus culture, the common belief of the teachers of the school and the school teachers of the people and the Han people, and the promotion of the sense of identity among the teachers of all ethnic groups. In order to promote the harmonious interpersonal relationship between the people and the Han teachers and promote the real integration of the teachers of all nationalities, we will promote the management effectiveness and external competitiveness of the schools and schools in the people and Han schools, and promote the friendly and harmonious socialist national relations among the teachers of all ethnic groups, and realize the common prosperity and progress of all ethnic groups. Step.

【学位授予单位】：伊犁师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G635.1

【参考文献】