学校环境对特岗教师职业认知的影响研究

发布时间：2018-04-28 06:20

本文选题：特岗教师 + 职业认知　；参考：《山西师范大学》2017年硕士论文

【摘要】：特岗教师是乡村教师队伍中的特殊力量,对乡村基础教育的发展起着越来越不可忽视的作用。职业认知是个体基于自身经历和社会体验,在社会、学校和家庭的影响下,对某一职业的特征和价值的认识和评价。教师职业认知是职业认知在教育领域的延伸,是教师在其工作、学习和生活中,逐渐形成的对教师职业特征及其价值的认识和评价。特岗教师处于职业发展的初期阶段,他们对于自身的了解以及职业生涯的规划都会受到周围环境的影响,特别是对于特岗教师认知发展影响最为直接的日常工作环境,即学校环境。所以,学校环境应该成为特岗教师专业成长过程中需要引起重视的内容。本研究通过问卷调查与访谈,分析讨论了特岗教师职业认知及其学校环境的状况,探究了学校环境对特岗教师职业认知的影响机制。通过对调查数据的分析,总结得出以下结论:(1)特岗教师的职业认知总体处于较好的水平,职业素养认知处于良好的水平,但职业个人价值认知相对于其他两个维度处于较低的水平,大多数特岗教师觉得在自己的岗位上不能充分实现自身价值。特岗教师职业认知不存在显著的性别差异;教龄为0-1年的特岗教师职业个人价值认知显著高于教龄为1-2年的特岗教师;小学特岗教师的职业个人价值认知显著高于中学特岗教师;学科与专业一致的特岗教师职业个人价值认知显著高于不一致的特岗教师。(2)特岗教师的学校环境感知总体处于中等水平,人际关系感知最好,工作提供的发展条件有待改善,大多数特岗教师认为特岗教师这一职业没有什么发展前景。小学特岗教师的学校风气感知显著高于中学特岗教师;在原籍任教的特岗教师学校环境感知显著高于不在原籍任教的特岗教师;学科与专业一致的特岗教师学校环境感知显著高于不一致的特岗教师。(3)学校环境是影响特岗教师职业认知的重要因素。其中,人际关系对特岗教师职业认知及其各维度都具有预测作用;校长的影响对特岗教师职业认知具有预测作用;工作发展条件和学校风气对特岗教师职业个人价值认知具有预测作用。特岗教师职业认知是动态发展的,与特岗教师自身的个性特征、所处的职业环境都有密切的关系。职业价值观是影响特岗教师职业认知的内部因素,学校环境是其外部因素。因此,设岗学校应该优化其学校环境,使特岗教师在良好的职业氛围中积极主动地提高职业认知水平。
[Abstract]:The special post teacher is a special force in the rural teacher team, which plays a more and more important role in the development of rural basic education. Occupational cognition is an individual's understanding and evaluation of the characteristics and values of a profession under the influence of society, school and family, based on his own experience and social experience. Teachers' professional cognition is an extension of vocational cognition in the field of education. It is a gradually formed understanding and evaluation of teachers' professional characteristics and their values in their work, study and life. Special post teachers are in the early stage of their career development. Their understanding and career planning will be affected by the surrounding environment, especially the daily work environment, which has the most direct impact on the cognitive development of special post teachers. The school environment. Therefore, the school environment should be paid attention to in the process of professional development. Through questionnaire investigation and interview, this study analyzes and discusses the situation of teachers' professional cognition and their school environment, and probes into the influence mechanism of school environment on teachers' professional cognition. Through the analysis of the survey data, the following conclusions can be concluded: 1) the professional cognition of teachers in special post is generally in a good level, and the cognition of professional accomplishment is in a good level. However, professional personal value cognition is at a lower level than the other two dimensions, and most special teachers feel that they can not fully realize their own value in their posts. There is no significant gender difference in professional cognition of teachers in special posts, and the professional personal value cognition of teachers with teaching age of 0-1 years is significantly higher than that of teachers with 1-2 years of teaching age. The professional personal value cognition of primary school teachers is significantly higher than that of middle school teachers. The professional personal value cognition of special post teachers with the same discipline and specialty was significantly higher than that of non-uniform special post teachers.) the school environment perception of special post teachers was generally at the middle level, the interpersonal relationship perception was the best, and the development conditions provided by the work needed to be improved. Most teachers believe that there is no future in this profession. The school atmosphere perception of primary school teachers is significantly higher than that of middle school teachers, and the school environment perception of special post teachers who teach in their native areas is significantly higher than that of special post teachers who do not teach in their native areas. The perception of special post teachers' school environment in accordance with discipline and specialty is significantly higher than that of inconsistent special post teachers.) the school environment is an important factor that affects the professional cognition of teachers in special post. Among them, interpersonal relationship can predict the professional cognition of teachers and its dimensions, and the influence of principals can predict the professional cognition of teachers. Job development conditions and school ethos can predict the professional personal value cognition of special post teachers. The professional cognition of special post teachers is dynamic, which is closely related to their own personality characteristics and professional environment. Vocational values are the internal factors that influence the professional cognition of teachers, and the school environment is the external factor. Therefore, it is necessary to optimize the school environment so that teachers can actively improve their professional cognition level in a good professional atmosphere.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G525.1

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