中学初任教师职业幸福感的调查研究

发布时间：2018-01-09 21:56

本文关键词：中学初任教师职业幸福感的调查研究　出处：《辽宁师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：教师职业幸福感一直是教育研究领域内的焦点问题。中学初任教师群体作为师资队伍的重要组成部分,他们的职业幸福感不仅关系到初任教师自身的工作和生活质量,同时影响到教育教学效果以及学生的健康成长,更关系着整个师资队伍的稳定。所以,研究中学初任教师的职业幸福感有着重要的理论及实践意义。本研究试图通过对内蒙古地区中学初任教师的职业幸福感现状进行调查,从而得出中学初任教师职业幸福感的现状特点,进而针对影响中学初任教师职业幸福感的原因进行分析,最后给出提升中学初任教师职业幸福感的措施和途径。本文选取内蒙古地区5所城市中学和3所农村中学共130名中学初任教师进行问卷调查,并且选取5名中学初任教师进行访谈研究。通过问卷调查分析,发现中学初任教师职业幸福感现状存在以下特点:1.中学初任教师职业幸福感整体现状不容乐观;2.中学初任教师职业幸福感在性别和年龄上无差异;3.中学初任教师职业幸福感与教师个体差异有关;4.中学初任教师职业幸福感在学校区域和学校类型上差异显著;5.中学初任教师身心健康维度得分高且变异小;6.中学初任教师人际关系维度得分高且变异大;7.中学初任教师在自我认知和职业认知上差异显著。通过问卷调查及访谈研究,明确了制约中学初任教师职业幸福感的因素包括以下几个方面:1.初任教师能力素质普遍存在缺陷,无法胜任工作;2.部分初任教师职业价值观及个性特点与其职业缺乏匹配度;3.学校不合理的制度环境,严重损害初任教师归属感和认同感;4.家长的偏见和不信任,一定程度上阻碍初任教师开展工作;5.严峻的教育现实给多数初任教师造成心理落差。根据中学初任教师职业幸福感现状特点和原因,提出了提升中学初任教师职业幸福感的策略,主要包括:1.改革师范教育培养方式,强化师范生的教育实践能力;2.完善入职培训体系及心理保障机制,增强职业适应性;3.建立符合初任教师特点的人岗匹配工作模式;4.加强学校文化建设,培养初任教师归属感和认同感;5.搭建初任教师和家长沟通平台,增进彼此信任与理解;6.采取多样化措施,满足初任教师的物质及精神需求。
[Abstract]:Teachers' occupational well-being has always been the focus in the field of educational research. The group of newly appointed teachers in middle schools is an important part of the teaching staff. Their professional well-being is not only related to the quality of work and life of the new teachers, but also affects the teaching effect and the healthy growth of students, but also relates to the stability of the whole teaching team. It is of great theoretical and practical significance to study the occupational well-being of the new middle school teachers. This study attempts to investigate the status quo of the occupational well-being of the junior middle school teachers in Inner Mongolia. In order to get the current characteristics of the occupational well-being of the new middle school teachers, and then to analyze the reasons that affect the career well-being of the new middle school teachers. Finally, the measures and ways to improve the occupational well-being of the first middle school teachers are given. This paper selects 130 new middle school teachers from 5 urban middle schools and 3 rural middle schools in Inner Mongolia to conduct a questionnaire survey. And selected five middle school teachers to conduct interviews, through the questionnaire analysis. It is found that the present situation of the occupational well-being of the new middle school teachers has the following characteristics: 1.The overall situation of the occupational well-being of the new middle school teachers is not optimistic; 2. There is no difference in the sex and age of the occupational well-being of the new middle school teachers. 3.The occupational well-being of the new middle school teachers is related to the teachers' individual differences; 4. The occupational well-being of the new middle school teachers is significantly different in the school area and the school type; 5. The scores of physical and mental health dimensions of the new middle school teachers are high and the variation is small; 6.The score of interpersonal relationship of the new teachers in middle school is high and the variation is large; 7. There are significant differences in self-cognition and occupational cognition among the new middle school teachers. It is clear that the factors that restrict the professional well-being of the new middle school teachers include the following aspects: 1.The ability quality of the new teachers is generally deficient and unable to do the job; 2. The lack of matching degree between the professional values and personality characteristics of some new teachers; 3.The unreasonable institutional environment of the school seriously damages the sense of belonging and identity of the initial teachers; 4. The prejudice and distrust of parents, to some extent, hinder the work of the new teachers; 5. The severe educational reality causes psychological difference to most of the new teachers. According to the characteristics and reasons of the present situation of the occupational well-being of the first middle school teachers, this paper puts forward the strategies to promote the occupational well-being of the first teachers in the middle school. It mainly includes: 1. Reforming the way of normal education and strengthening the students' ability of educational practice; 2. Improve the system of induction training and psychological security mechanism to enhance vocational adaptability; 3. To establish the matching work model of people and posts in line with the characteristics of new teachers; 4.Strengthening the construction of school culture and cultivating the sense of belonging and identity of the new teachers; 5. Build the communication platform between the new teachers and parents to enhance mutual trust and understanding; 6. Adopt diversified measures to meet the material and spiritual needs of new teachers.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G635.1

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