乡村教师的高等教育经历及其对职业意向影响的实证研究

发布时间：2018-05-05 11:53

本文选题：乡村教师 + 高等教育经历　；参考：《华东师范大学》2017年硕士论文

【摘要】：发展乡村教育,乡村教师是关键。当前我国乡村教师队伍建设面临着"下不去"、"留不住"、"教不好"的三大问题,严重制约了乡村教育持续健康发展。三大问题中,又以"留不住"问题最为乡村学校所关注,最迫切需要被解决。当前乡村教师的"留不住"问题,主要表现为接受过高等教育的乡村教师"留不住",留住他们是稳定乡村教师队伍的关键。今后的五到十年,将会有大批"老龄"乡村教师退休,乡村教师岗位将大量由接受过高等教育的毕业生来补充,所以未来乡村学校能否实现教师队伍稳定也主要取决于具有该类特征的乡村教师能否"留得住"。因而,探究高等教育经历对乡村教师职业意向的影响及作用机理,有利于补充和完善《乡村教师支持计划》的具体政策措施,对更有效地解决乡村教师的"留不住"问题具有重要的现实意义。全文主要由五大部分组成:第一部分对乡村教师职业意向进行概念界定,并对整个研究进行研究设计,提出具体的研究假设。第二部分对本研究的问卷回收的数据进行结构分析和信效度检验,结果表明本调查数据结构良好,信效度符合要求,可以用于数据分析。第三部分,根据全国和本文调查数据,了解全国和样本地区乡村教师的高等教育经历情况与职业意向情况,具体结果如下:1、与全国中小学教师学历变化态势趋同,乡村中小学教师的学历从90年代开始在快速提升。且在2001年取消师范培养三级体制后,占乡村小学教师总数70%、占乡村中学教师总数30%的中专学历比例极速降低至10%以下。2、与全国中小学教师学历结构情况相比,乡村中小学教师高层次学历要低于全国水平10个百分点,即本科学历比例低10个百分点;专科学历和高中及以下学历比例都各高5个百分点。3、当前样本地区95.5%的乡村教师具有专科或本科学历,而初次参加工作时有54.1%的教师是中师及以下的学历,有超过百分之九十的教师在职期间通过进修学习,进行了不同层次学历的提升,乡村教师进修学历提升的最主要形式是函授、自考和电大,所占比重分别是28.4%、22.2%和25.5%;4、样本地区乡村教师的整体职业意向水平较好(M-3.85),但接受过高等教育的乡村教师职业意向偏低;乡村教师在职业意向三个维度上的得分情况是:职业认识职业意志职业情感。从个体差异性上看,职业认识维度上的个体差异性不显著;职业情感维度的得分上,乡村女性教师要显著高于男性教师;职业意志维度得分上,50岁以上的要显著高于35岁及以下的乡村教师。第四部分,进一步分析了乡村教师的高等教育经历对其职业意向的影响,具体结果如下:1、不同高等教育经历的乡村教师,其职业意向存在显著性差异:接受过全日制高等教育乡村教育的职业意向显著低于其他乡村教师;而高等教育学历的层次高低以及高等教育学历的获得方式对于乡村教师的职业意向没有显著性影响。2、高等教育经历在文化适应、经济待遇、社会地位、家庭、国家政策这五大因素对乡村教师职业意向的影响中具有调节作用,接受过高等教育的乡村教师在这五个因素上的水平得分均更低,而在个人偏好、学校因素和教师教育这三个因素的作用上,高等教育经历不具有调节作用。第五部分,在概括研究结论的基础上,本研究提出了解决乡村教师"留不住"问题的政策建议,尤其对具有高等教育经历的乡村教师,提出了具体针对性的政策措施。
[Abstract]:In the development of rural education, rural teachers are the key. At present, the construction of rural teachers in China is facing the three major problems of "not going down", "unable to stay" and "bad teaching", which seriously restrict the sustainable and healthy development of rural education. Among the three problems, the most urgent need to be solved is the most urgent need to be solved in rural schools. In the next five to ten years, there will be a large number of "old" rural teachers retiring, and the post of rural teachers will be supplemented by a large number of higher education graduates, so the future of rural schools will be true. The stability of the present teachers' ranks also depends mainly on whether the rural teachers with such characteristics can "stay". Therefore, the study of the influence and mechanism of the higher education experience on the professional intention of the rural teachers is beneficial to supplement and improve the specific policy measures of the rural teacher support plan and to solve the problem of "not staying" more effectively. The full text is mainly composed of five major parts: the first part defines the concept of rural teachers' professional intention, designs the whole research and puts forward specific research hypotheses. The second part analyzes the data of the questionnaire recovery and the reliability and validity test of this research. The results show the data of this survey. Good structure, reliability and validity meet the requirements, can be used for data analysis. The third part, according to the national and the survey data, to understand the country and sample areas of rural teachers' higher education experience and professional intentions, the specific results are as follows: 1, with the national primary and secondary school teachers' educational background change trend convergence, rural primary and secondary school teachers' educational background from 9 In 0s, the number of primary school teachers in rural primary schools, accounting for 70% of the total number of teachers in rural primary schools and 30% of the total number of teachers in rural middle schools, was reduced to less than 10%.2 after the abolition of the three level system in 2001. Compared with the national primary and secondary school teachers' educational structure, the high level education of primary and secondary school teachers should be lower than the national level of 10 hundred. The proportion of bachelor's degree is 10 percentage points low, the proportion of college education and high school and below is 5 percentage points.3, and 95.5% of rural teachers in the current sample area have professional or undergraduate education, while 54.1% of the teachers are secondary teachers and below, with more than ninety percent teachers passing through the job. The main forms of rural teachers' education promotion are correspondence, self-examination and TV University, which are 28.4%, 22.2% and 25.5% respectively. 4, the overall vocational intention level of rural teachers in the sample area is better (M-3.85), but the vocational intention of rural teachers in higher education is low; and the rural teachers who have received higher education are on the low side. The teachers' score on the three dimensions of professional intention is: professional understanding of professional will and occupation emotion. From the individual difference, the individual difference in professional cognition is not significant; the score of professional emotion dimension is significantly higher than that of the male teacher; the score of the professional will dimension is significantly higher than that of the 50 years old. In the fourth part of the rural teachers at the age of 35 and below, the influence of rural teachers' higher education experience on their professional intentions is further analyzed. The concrete results are as follows: 1, the vocational intention of rural teachers with different higher education experiences has significant differences: the vocational intention to receive rural education in full time higher education is significantly lower than that of the others Rural teachers; the level of higher education education and the way of obtaining higher education have no significant influence on the professional intention of rural teachers.2, and the five factors of higher education experience in cultural adaptation, economic treatment, social status, family and state policy have a moderating effect on the influence of rural teachers' professional intention. Rural teachers who have received higher education have lower level scores on these five factors, and higher education experience does not have a regulatory role in the role of three factors such as personal preference, school factors and teacher education. The fifth part, on the basis of a summary of the conclusion of the study, puts forward a solution to the problem of "unable to stay" for rural teachers. Policy recommendations, especially for rural teachers with higher education experience, put forward specific policy measures.

【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G525.1

【参考文献】