高中英语教师自我概念、教学效能感与职业倦怠相关性研究
发布时间：2021-02-15 08:11
随着教育教学改革的不断深化和发展,教师作为教学改革中的重要角色,面临着前所未有的挑战和压力。我国教师所承受的职业压力与日俱增,成为职业倦怠的高发人群之一。职业倦怠对教师的身心健康、教学质量以及教师队伍的稳定构成了巨大威胁,对教师的教学与学生的发展造成了负面影响。同时,作为社会认知理论框架内其他两个影响教师专业发展的心理机制—自我概念和教学效能感,也被认为与教师职业倦怠有着非常密切的联系。以上三个社会心理因素对教学行为和教学活动产生深远影响,是影响高中英语教师发展的重要因素。因此,本文通过调查广西六所高中168位英语教师自我概念、教学效能感与职业倦怠的现状,并对三者的关系进行分析,以期为高中英语教师专业发展提供一些建议。本研究关注的三个问题是:（1）高中英语教师自我概念、教学效能感与职业倦怠的总体情况如何?（2）高中英语教师自我概念、教学效能感与职业倦怠三者之间的相关度如何?（3）高中英语教师自我概念、教学效能感如何影响其职业倦怠?研究结果表明:（1）高中英语教师自我概念和教学效能感偏低,教师存在着职业倦怠,但总体情况不严重。（2）高中英语教师自我概念、教学效能感、职业倦怠之间存在较强的...
【文章来源】：广西师范大学广西壮族自治区
【文章页数】：69 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
List of Abbreviations
Chapter 1 Introduction
1.1 Background of the Study
1.2 Purpose of the Study
1.3 Significance of the Study
1.4 Framework of the Thesis
Chapter 2 Literature Review
2.1 Core Concepts
2.1.1 Definition of Self-concept
2.1.2 Definition of Teaching Efficacy
2.1.3 Definition of Burnout
2.2 Theoretical Foundation
2.2.1 Affective Filter Hypothesis
2.2.2 Bandura’s Self-efficacy Theory
2.2.3 Maslow’s Hierarchy of Needs Theory
2.3 Related Studies Abroad and at Home
2.3.1 Studies on the Correlation among Self-concept, Teaching Efficacy and Burnout Abroad
2.3.2 Studies on the Correlation among Self-concept, Teaching Efficacy and Burnout at Home
Chapter 3 Research Design
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.4 Data Collection
Chapter 4 Results and Discussion
4.1 General Situation of High School English Teachers’ Self-concept
4.1.1 Professional Competence
4.1.2 Interpersonal Perception
4.1.3 Acceptance of Risk and Initiatives
4.1.4 Relationship with Students
4.1.5 Satisfaction with Their Job
4.1.6 Self-acceptance
4.2 General Situation of High School English Teachers’ Teaching Efficacy
4.2.1 Teaching Plan and Preparation
4.2.2 Classroom Teaching
4.2.3 Teaching Management
4.2.4 Interpersonal Relationship
4.2.5 Teaching Evaluation and Reflection
4.3 General Situation of High School English Teachers’ Burnout
4.3.1 Emotional Exhaustion
4.3.2 Depersonalization
4.3.3 Reduced Personal Accomplishment
4.4 Correlations among High School English Teachers’ Self-concept, Teaching Efficacy and Burnout
4.4.1 Correlation between Self-concept and Teaching Efficacy
4.4.2 Correlation between Self-concept and Burnout
4.4.3 Correlation between Teaching Efficacy and Burnout
4.4.4 Conclusions on Correlations
4.5 The Effect of High School English Teachers’ Self-concept and Teaching Efficacy on Burnout
4.5.1 The Effect of Teachers’ Self-concept on Burnout
4.5.2 The Effect of Teachers’ Teaching Efficacy on Burnout
Chapter 5 Implications
5.1 Implications for English Teachers
5.1.1 Enhancing Teachers’ Professional Knowledge and Competence
5.1.2 Improving Teachers’ Cooperation and Communicative Competence
5.1.3 Improving Teachers’ Emotion Management
5.2 Implications for Schools and Society
5.2.1 Offering More Opportunities for Teachers’ Professional Development
5.2.2 Improving Management Mechanism and Creating a Good Teaching Environment
Chapter 6 Conclusion
6.1 Main Findings
6.2 Limitations
6.3 Suggestions for Future Study
Appendices
Bibliography
Acknowledgements
本文编号：3034502
【文章来源】：广西师范大学广西壮族自治区
【文章页数】：69 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
List of Abbreviations
Chapter 1 Introduction
1.1 Background of the Study
1.2 Purpose of the Study
1.3 Significance of the Study
1.4 Framework of the Thesis
Chapter 2 Literature Review
2.1 Core Concepts
2.1.1 Definition of Self-concept
2.1.2 Definition of Teaching Efficacy
2.1.3 Definition of Burnout
2.2 Theoretical Foundation
2.2.1 Affective Filter Hypothesis
2.2.2 Bandura’s Self-efficacy Theory
2.2.3 Maslow’s Hierarchy of Needs Theory
2.3 Related Studies Abroad and at Home
2.3.1 Studies on the Correlation among Self-concept, Teaching Efficacy and Burnout Abroad
2.3.2 Studies on the Correlation among Self-concept, Teaching Efficacy and Burnout at Home
Chapter 3 Research Design
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.4 Data Collection
Chapter 4 Results and Discussion
4.1 General Situation of High School English Teachers’ Self-concept
4.1.1 Professional Competence
4.1.2 Interpersonal Perception
4.1.3 Acceptance of Risk and Initiatives
4.1.4 Relationship with Students
4.1.5 Satisfaction with Their Job
4.1.6 Self-acceptance
4.2 General Situation of High School English Teachers’ Teaching Efficacy
4.2.1 Teaching Plan and Preparation
4.2.2 Classroom Teaching
4.2.3 Teaching Management
4.2.4 Interpersonal Relationship
4.2.5 Teaching Evaluation and Reflection
4.3 General Situation of High School English Teachers’ Burnout
4.3.1 Emotional Exhaustion
4.3.2 Depersonalization
4.3.3 Reduced Personal Accomplishment
4.4 Correlations among High School English Teachers’ Self-concept, Teaching Efficacy and Burnout
4.4.1 Correlation between Self-concept and Teaching Efficacy
4.4.2 Correlation between Self-concept and Burnout
4.4.3 Correlation between Teaching Efficacy and Burnout
4.4.4 Conclusions on Correlations
4.5 The Effect of High School English Teachers’ Self-concept and Teaching Efficacy on Burnout
4.5.1 The Effect of Teachers’ Self-concept on Burnout
4.5.2 The Effect of Teachers’ Teaching Efficacy on Burnout
Chapter 5 Implications
5.1 Implications for English Teachers
5.1.1 Enhancing Teachers’ Professional Knowledge and Competence
5.1.2 Improving Teachers’ Cooperation and Communicative Competence
5.1.3 Improving Teachers’ Emotion Management
5.2 Implications for Schools and Society
5.2.1 Offering More Opportunities for Teachers’ Professional Development
5.2.2 Improving Management Mechanism and Creating a Good Teaching Environment
Chapter 6 Conclusion
6.1 Main Findings
6.2 Limitations
6.3 Suggestions for Future Study
Appendices
Bibliography
Acknowledgements
本文编号：3034502
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