中学教师职业幸福感形成与发展规律的研究

发布时间：2018-05-15 02:07

本文选题：中学教师 + 职业幸福感　；参考：《辽宁师范大学》2012年博士论文

【摘要】：本论文依次围绕三个核心问题展开，其一是厘定中学教师职业幸福感的内涵，其二是研究中学教师职业幸福感形成与发展的规律，其三是构建中学教师职业幸福感的对策。论文对于教师职业幸福感的界定着眼于幸福和幸福感两个方面，通过考察幸福的中英文的词源含义和梳理词典及专家学者对幸福概念的不同界定，我们从更高层次上界定幸福，即幸福是在身体感到舒适的情况下，在社会实践过程中对自己优势需要的满足而形成的愉悦状态，幸福感是人们对自己优势需要的满足而产生的愉悦心理体验。在此基础上，我们将教师职业幸福感界定为教师在履职过程中对自己优势需要的满足而产生的积极评价和愉悦的心理体验。第二部分，论文根据研究目的的需要，对城市、城镇和农村11名教师进行了访谈，，结论是：1.教师对幸福内涵的理解各不相同。2.教师幸福感发展变化模式受职业理想影响极大。3.教师因优势需要获得满足而感到幸福，因优势需要未获得满足而丧失幸福感。4.教师职业幸福感的形成与发展是有一定规律的。5.教师幸福感的发展变化模式各不相同。一类模式是无变化类型模式，即两种极端类型模式，愿意当教师的永远幸福型和不愿当教师的基本不幸福型，另一类模式是发展变化类型模式，也是主要类型模式，发展变化的模式是幸福—不幸福—幸福或不幸福—幸福—不幸福。在访谈和文献资料梳理基础上，我们建构了中学教师职业幸福感的优势需要构成，包括教师有何种需要和需要满足及其满足水平两个方面。通过教师职业幸福感的优势需要构成，编制了中学教师职业幸福感的问卷调查，对中学教师职业幸福感现状进行了实然状态的研究，结论是：1.教师幸福感的总体样态不容乐观。2.教师感到幸福的优势需要主要有：学生成长、工作与收入的稳定、身体好、专业成长、领导肯定、具有当教师的素质、家庭支持、想当教师等，教师感到不幸福的未满足的优势需要主要有：付出与收入不匹配、当教师是无奈的选择、身体疲劳、工作压力大、学生难管难教、社会要求高、人际关系不和谐、工作机械琐碎等。3.教师职业幸福的形成与发展具有一定的规律性。在访谈和问卷调查基础上，我们探索了中学教师职业幸福感形成与发展的规律：1.中学教师职业幸福感的形成和发展是教师职业理想实现的过程。2.中学教师职业幸福感的形成与发展受多种优势需要的制约。3.中学教师职业幸福感的形成与发展是教师幸福感模式循环反复的过程。4.中学教师职业幸福感的形成与发展是教师在职业活动中不断获得成就感的过程。5.中学教师职业幸福感的形成与发展是教师期望值调整过程的结果。第三部分，依据第二部分中学教师职业幸福感的优势需要构成和形成与发展规律，论文提出了从了解教师优势需要，满足教师合理的优势需要，设计合理的期望值三个方面构建教师职业幸福感的策略。
[Abstract]:This paper focuses on three core issues in turn, one is to define the connotation of the vocational happiness sense of middle school teachers, the second is to study the law of the formation and development of vocational happiness in middle school teachers, and the third is to construct the Countermeasures of the vocational happiness of middle school teachers.
In this paper, the definition of teachers' professional happiness is focused on two aspects of happiness and happiness. By examining the etymological meaning of the Chinese and English of happiness and sorting out the different definitions of the concept of happiness, we define happiness from a higher level, that is, happiness is in the case of physical comfort, and in the process of social practice. On the basis of this, we define teachers' professional happiness as the positive evaluation and joyful psychological experience of teachers' satisfaction of the needs of their own advantages in the course of their performance.
The second part, according to the needs of the research purposes, the paper interviews 11 teachers in cities, towns and rural areas. The conclusion is that 1. teachers have different understanding of the connotation of happiness..2. teachers' happiness development pattern is affected by professional ideal and.3. teachers feel happy because of their advantages. The formation and development of the sense of happiness of.4. teachers is not the same. The mode of the development and change of the sense of happiness of.5. teachers is different. One type is the pattern of no change, that is, two kinds of extreme types, willing to be teachers' forever happy and not willing to be teachers' basic unhappiness, the other type is development. The pattern of change type is also the main type model, and the pattern of development and change is happiness, happiness, happiness or unhappiness, happiness and unhappiness. On the basis of interview and literature review, we construct the advantage needs of secondary school teachers' professional happiness, which includes two teachers' needs and needs and their level of satisfaction. In terms of the advantages of teachers' professional happiness, a questionnaire survey was made on the professional happiness of middle school teachers, and the status of vocational happiness in middle school teachers was studied in real condition. The conclusion was that the overall pattern of 1. teachers' happiness was not optimistic and the advantages of.2. teachers were mainly: Students' growth and work. With the stability of income, good health, professional growth, and leadership affirmative, with the quality of teachers, family support, teachers, teachers and so on, teachers feel unsatisfied and unsatisfied advantages are mainly: pay and income mismatch, when the teacher is the choice of helplessness, physical fatigue, work pressure, students difficult to teach, social requirements high, interpersonal relationship. The formation and development of professional happiness of.3. teachers have certain regularity. On the basis of interview and questionnaire survey, we explored the rules of the formation and development of vocational happiness in middle school teachers: 1. the formation and development of vocational happiness in middle school teachers is the process of teaching teachers' career ideal,.2. middle school teachers' job. The formation and development of the sense of happiness in the industry is restricted by the needs of many advantages. The formation and development of professional happiness in.3. middle school teachers is the process of repetition of teachers' happiness pattern. The formation and development of professional happiness of teachers in middle school teachers are the formation and development of Teachers' sense of achievement in professional activities. The career happiness of teachers in.5. secondary schools is formed by teachers in their professional activities. And development is the result of the process of adjusting the teacher's expectation.
The third part, according to the advantages of the second part of the middle school teachers' professional well-being needs to form and form and develop the law. The thesis puts forward the strategy of Constructing Teachers' professional happiness from three aspects of understanding teachers' advantage needs, satisfying teachers' reasonable advantage needs and designing reasonable expectations.

【学位授予单位】：辽宁师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G443

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