教学质量评估压力与教学绩效改进意愿的关系研究

发布时间：2018-09-07 20:42

【摘要】：提升教师的教学绩效改进意愿是教育管理领域研究的前沿热点。以往研究表明了教学质量评估能改进教学绩效,但是由于教学评估的主观性和单一性对教师构成了监督、威胁等方面的压力,从而遭到教师的怀疑、否定甚至抵制,丧失了对教学改进的意愿性。本文将研究教学质量评估压力对教师教学绩效改进意愿的影响,同时研究教师组织承诺对这种影响关系所产生的调节作用,以及教师的教学热情对组织承诺对评估风险和改进意愿影响的二阶调节。研究发现,教学热情较低且组织承诺较低时,感知压力不会影响教学绩效改进意愿,而组织承诺较高时,与高感知压力相比,低感知压力的教师教学绩效改进意愿更高。教学热情较高时,无论教师有怎样的组织承诺,与高感知压力相比,低感知压力的教师教学绩效改进意愿更高。
[Abstract]:Improving teachers' willingness to improve teaching performance is a hot topic in the field of education management. Previous studies have shown that teaching quality assessment can improve teaching performance, but because of the subjectivity and singularity of teaching evaluation, it is under pressure of supervision and threat to teachers, so it is doubted, denied or even resisted by teachers. Lost the will to improve teaching. This paper will study the influence of teaching quality assessment stress on teachers' willingness to improve their teaching performance, and at the same time, study the moderating effect of teachers' organizational commitment on this kind of influence relationship. And the second-order adjustment of teachers' teaching enthusiasm to the impact of organizational commitment on risk assessment and willingness to improve. It is found that when teaching enthusiasm is low and organizational commitment is low, perceived pressure does not affect the willingness to improve teaching performance, but when organizational commitment is high, teachers with low perceived stress are more willing to improve teaching performance than teachers with high perceived stress. When teaching enthusiasm is high, no matter what kind of organizational commitment teachers have, teachers with low perceived stress are more willing to improve their teaching performance than those with high perceived pressure.
【作者单位】：上海交通大学医学院;上海交通大学安泰经济与管理学院;
【基金】：长江学者和创新团队发展计划资助项目(IRT13030) 国家自然科学基金面上项目(71472124) 上海交通大学课程教学改革研究项目“提升学术思考能力的研讨式课程设计”的成果之一
【分类号】：G642.0

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