论绩效工资背景下教师专业身份认同的自我构建

发布时间：2018-04-04 12:45

本文选题：教师绩效工资　切入点：专业身份认同　出处：《教育研究与实验》2014年04期

【摘要】：教师专业身份认同能帮助教师履行道德责任;促进教师专业发展;在职业生活中品味幸福。但专业身份认同需要教师去自我建构。当前,一些绩效工资实施方案导致教师职业倦怠,体会不到教师职业的尊严、欢乐和幸福,进而影响了教师的专业身份认同。具体表现在:实施方案为班主任和学校管理者管理学生发放过多的绩效工资,导致普通教师拒绝自身的教育责任;严格的量化评估使得教师缺少教育自主权;各类教师群体之间利益的博弈,导致同事关系紧张;以金钱来衡量教师的全部工作,降低了教师的尊严感。在绩效工资背景下,教师专业身份认同的自我建构策略为:加深对绩效工资制度的理解;体悟教师职业带来的幸福;批判性地反思教育实践;与同事进行真诚地沟通。
[Abstract]:Teachers' professional identity can help teachers fulfill their moral responsibilities, promote teachers' professional development, and taste happiness in professional life.But professional identity requires teachers to construct themselves.At present, some implementation programs of performance pay lead to teachers' job burnout, which can not realize the dignity, joy and happiness of teachers' profession, and then affect teachers' professional identity.The concrete manifestation is: implementing the plan to pay too much performance salary to the class teacher and the school manager, which leads the ordinary teachers to reject their own educational responsibility, and the strict quantitative evaluation makes the teachers lack the educational autonomy;The game of interests among all kinds of teachers leads to tension between colleagues, and the whole work of teachers is measured by money, and the sense of dignity of teachers is reduced.Under the background of performance pay, the self-construction strategies of teachers' professional identity are as follows: deepening the understanding of the performance pay system; realizing the happiness brought by the teacher's profession; critically reflecting on the educational practice; and communicating sincerely with colleagues.
【作者单位】：华中师范大学教育学院;
【基金】：国家社会科学基金教育学青年课题“绩效工资背景下教师职业道德的自我建构研究”(课题批准号CEA100128)研究成果
【分类号】：G451

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