中小学心理健康教师工作动机差异分析

发布时间：2018-05-26 05:39

本文选题：心理健康教师 + 工作动机　；参考：《四川师范大学》2017年硕士论文

【摘要】：工作动机指的是激励人们完成一项工作的稳定心理倾向。中小学心理健康教师的工作动机指的是驱动心理健康教师对学生有爱心,能使用专业知识对他们的心理、学习和生活方面给予关爱和指引的心理动力,对心理健康教师的授学态度、行为与人际交往(包括与领导之间、与学生之间、与同事之间)等多方面具有激活、维持和调节的作用。四川省中小学心理健康教师从总体上来看出于内在动机和外在动机从事心理健康教育工作。研究者在以往文献的基础上制定心理健康教师工作动机的访谈提纲,对17名从事中小学心理健康教育的教师进行了访谈。以深度访谈的方法收集资料并转换成电子文本。使用SQRNvivo11.0质性分析软件对电子文本进行编码,并以此寻找心理健康教师工作动机的分类。初步产生开放式编码和关联式编码共17个:“工作待遇、经济压力、成就感、价值感、专业成长、他人认同、领导重视、喜欢、学生受益、帮助学生解决问题、课程效果、学生喜爱、同事关系和谐、工作特性、专业限制、科研与课程创新、专业整体发展水平。”形成7个核心式编码:“自我实现动机、生存动机、尊重动机、兴趣动机、责任动机、关系动机、工作本身动机”。调查结果表明:中小学心理健康教师的工作动机存在差异性。首先表现为心理健康教师婚姻状况在工作动机各个因子上存在差异性。未婚教师从事心理工作的动机主要出于生存和工作本身动机,已婚教师从事心理教师工作的动机主要出于兴趣和责任。其次,心理健康教师年龄在工作动机各因子上存在差异。30岁以下的心理健康教师工作动机主要出于生存和工作本身动机,而30岁以上的心理健康教师主要出于内部动机中的责任动机和兴趣动机。再次,心理健康教师教龄在工作动机构因子上存在差异。教龄在5年以上的更加看中的是兴趣、责任和自我实现动机,而教龄在5年以下的更加看重生存、工作本身和尊重动机。最后,心理健康教师在学历方面也存在工作动机各因子上的差异性。本科学历的心理教师从事心理教师工作的动机更多的是责任和尊重动机,而硕士学历的心理教师从事心理教师工作的动机体现在兴趣、自我实现和尊重动机。这同时也反映出尊重是被心理教师普遍重视的,它并没有因为学历的不同而有明显的差异。综上所述,心理健康教师工作动机在内在动机上,追求物质层面和精神层面有所不同。心理健康教师认为外在动机受外部环境影响较大。内在动机中的两种动机,一是生存动机,二是工作本身动机,它们是年轻教师以及未婚教师的主要考虑动机。内在动机中的责任动机则是三十岁以上已婚教师和高学历教师考虑的主要动机。外在动机中的最主要影响则是工作本身动机。心理健康教师中教龄越大、学历越高、年龄越大的教师、婚姻越稳定的教师工作动机也越强。他们之所以更重视内在动机中的精神动机是因为在外部环境和内在的生存动机得到满足之后,他们更加的追求自我实现。而刚刚参加工作的教师、未婚教师以及学历低的教师会由于工作不稳定等各方面人生不稳定因素的影响,会对于心理健康教育生存动机和环境动机方面进行考虑。针对这种情况,本文提出以下几点建议:从内在动机角度,增加心理健康教师的工资,这样不仅可以稳定心理健康教师对于物质方面的担忧,而且还能够增强他的工作动机。对于外在动机来讲,首先优化学校的心理健康咨询室,制定统一的教材,在教材研发方面进行大力投入和组织,形成统一的教学研究氛围,让心理健康教师在上课过程中有章可循。同时,减少心理健康教师在行政工作方面以及其他活动方面的兼职工作,这样可以让他们更好的转移到本职工作上,增加其工作动机。
[Abstract]:Working motivation refers to the psychological tendency to motivate people to complete a job. The motivation of the mental health teachers in primary and secondary schools refers to the psychological motivation to drive psychological health teachers to their students, to give care and guidance to their psychology, study and life with professional knowledge, and to teach the teachers of mental health. Degree, behavior and interpersonal interaction (including with leaders, between students, and colleagues) are activated, maintained and regulated. The mental health teachers of primary and secondary schools in Sichuan province are generally engaged in mental health education from internal motivation and external motivation. Interviews with 17 teachers engaged in mental health education in primary and secondary schools were interviewed by an interview with 17 teachers engaged in mental health education in primary and secondary schools. There are 17 types of encode and related coding: "work treatment, economic pressure, sense of achievement, sense of value, professional growth, other people's identification, attention to leadership, love, benefit of students, help the students to solve problems, the effect of the course, the students' love, the harmonious relationship of the colleagues, the work specificity, the professional limit, the scientific research and curriculum innovation, the overall level of development of the professional." 7 core codes: "self actualization motivation, survival motivation, respect motivation, interest motivation, motivation, motivation, motivation, motivation of work". The results show that there are differences in the motivation of mental health teachers in primary and middle schools. First, there are differences in the factors of the motivation of mental health teachers' marital status in the various factors of work motivation. The motivation of unmarried teachers in psychological work mainly stems from the motivation of survival and work, and the motivation of married teachers to work in psychological teachers is mainly due to interest and responsibility. Secondly, there is a difference in psychological health teachers' motivation for mental health teachers under.30 years of age. Physical motivation, while mental health teachers over 30 years of age are mainly motivated by motivation and motivation in internal motivation. Again, there are differences in the working organization factors of mental health teachers. The teaching age more than 5 years is more concerned with interest, responsibility and self fulfillment motivation, while teaching age is more important for survival than 5 years. In the end, the psychological health teacher also has the difference in the various factors of the job motivation. The motivation of the psychological teacher in the work of the psychological teacher is more responsibility and respect, while the motivation of the master's degree teachers in the work of the psychological teacher is reflected in the interest, self realization and respect. It also reflects the importance of respect by psychological teachers. It does not have obvious differences because of the different educational background. In summary, the motivation of mental health teachers is different from the physical and spiritual levels. Psychological health teachers believe that external motivation is greatly influenced by the external environment. The two motives in internal motivation, one is survival motivation, and two are the motivation of the work itself. They are the main motives for young teachers and unmarried teachers. The motivation of the internal motivation is the main motive for the married and higher education teachers over thirty years old. The main influence of the external machine is the motivation of the work itself. The greater the teaching age, the higher education, the older the teachers, the more stable the motivation of the teachers in the marriage. The reason why they attach more importance to the inner motivation is that after the external environment and inner motivation are satisfied, they are more self fulfilling. Teachers, unmarried teachers and teachers with low educational background will take into account the survival motivation and environmental motivation of mental health education due to the unstable factors of life, such as unstable work. In this case, the following suggestions are put forward: to increase the salary of mental health teachers from the angle of internal motivation, so that not only can the salary of mental health teachers be increased, so that not only should the salary of mental health teachers be increased, but also the salary of mental health teachers should be increased. It can stabilize the mental health teachers' concern about material and enhance the motivation of his work. For the external motivation, we should first optimize the psychological health consulting room of the school, make a unified teaching material, make a great effort and organization in the research and development of the teaching materials, form a unified teaching research atmosphere, and let the mental health teachers be on the top. In the course of the course, there are rules to follow. At the same time, it reduces the part-time job of mental health teachers in administrative work and other activities, which can make them better transferred to their job and increase their motivation.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G441;G635.1

【参考文献】