中小学教师学业乐观的实证研究

发布时间：2018-05-08 12:11

本文选题：中小学教师 + 学业乐观　；参考：《上海教育科研》2017年07期

【摘要】：教师学业乐观是国外研究者提出与发展的一种高阶、整合的教师信念变量,代表教师对学生能够取得学业成功的积极期待。本研究基于文献分析和半结构访谈结果,编制了调查问卷,抽取了上海市1380位中小学教师作为调查对象。结果表明,教师学业乐观概念在我国具有跨文化适用性,中小学教师具有较高的学业乐观水平,性别、学历、教龄、任教科目、学校所在地对教师学业乐观水平没有显著影响,但任教学段发挥了显著影响作用,小学阶段教师学业乐观水平最高,初中次之,高中相对最低。
[Abstract]:Teachers' academic optimism is a kind of high order and integrated teacher belief variable put forward and developed by foreign researchers, which represents teachers' positive expectation of students' academic success. Based on the results of literature analysis and semi-structured interviews, a questionnaire was compiled and 1380 primary and secondary school teachers in Shanghai were selected. The results show that the concept of teachers' academic optimism has cross-cultural applicability in China, and the teachers of primary and secondary schools have a higher level of academic optimism, gender, education, teaching years, teaching subjects, school location has no significant impact on the level of academic optimism. However, the level of academic optimism was the highest in primary school, the second in junior middle school, and the lowest in high school.
【作者单位】：吉林省教育学院;
【基金】：全国教育科学“十二五”规划2014年度教育部青年课题《中小学校长胜任力卓越模型与发展机制研究》(课题批准号EFA140355)部分成果
【分类号】：G635.1

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