贵州省中小学教师的组织认同、自尊及其关系
发布时间：2018-07-15 17:14
【摘要】：组织认同与自尊水平会极大地影响中小学教师职业发展。然而目前对中小学教师的组织认同、自尊现状及其关系的认识还不是那么清晰。对贵州省581名中小学教师进行问卷调查,结果表明:中小学教师对其所属学校的认同程度较高且在性别、学校层次、学校类型方面不存在显著差异。小学教师的组织认同水平在任教年限方面存在显著差异。中学教师的组织认同水平在累加教龄方面差异显著。中小学教师的自尊水平较高且在学校层次、学校类型、任教年限方面均不存在显著差异。中、小学女教师的自尊水平都显著高于男教师。中小学教师的组织认同与自尊存在十分显著的正相关,组织认同能显著正向预测个体自尊。
[Abstract]:Organizational identity and self-esteem will greatly affect the professional development of primary and secondary school teachers. However, the recognition of teachers' organizational identity, self-esteem and their relationship is not so clear. A questionnaire survey was conducted among 581 primary and middle school teachers in Guizhou province. The results showed that there were no significant differences in gender, school level and school type between primary and secondary school teachers. There are significant differences in the organizational identity of primary school teachers in terms of teaching years. The level of organizational identity of middle school teachers is significantly different from that of cumulative teaching age. The self-esteem of primary and middle school teachers is high and there is no significant difference in school level, school type and teaching years. The self-esteem level of primary school female teachers was significantly higher than that of male teachers. There is a significant positive correlation between organizational identity and self-esteem of primary and secondary school teachers, and organizational identity can significantly positively predict individual self-esteem.
【作者单位】： 贵州师范大学教科院;
【分类号】：G635.1
，
本文编号：2124799
[Abstract]:Organizational identity and self-esteem will greatly affect the professional development of primary and secondary school teachers. However, the recognition of teachers' organizational identity, self-esteem and their relationship is not so clear. A questionnaire survey was conducted among 581 primary and middle school teachers in Guizhou province. The results showed that there were no significant differences in gender, school level and school type between primary and secondary school teachers. There are significant differences in the organizational identity of primary school teachers in terms of teaching years. The level of organizational identity of middle school teachers is significantly different from that of cumulative teaching age. The self-esteem of primary and middle school teachers is high and there is no significant difference in school level, school type and teaching years. The self-esteem level of primary school female teachers was significantly higher than that of male teachers. There is a significant positive correlation between organizational identity and self-esteem of primary and secondary school teachers, and organizational identity can significantly positively predict individual self-esteem.
【作者单位】： 贵州师范大学教科院;
【分类号】：G635.1
，
本文编号：2124799
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