基于心理契约理论的特岗教师管理研究

发布时间：2018-06-21 02:38

本文选题：心理契约 + 特岗教师　；参考：《江南大学》2017年硕士论文

【摘要】：“特岗计划”中学校以聘用的方式和特岗教师形成阶段性的契约关系,以此确立彼此间的权利和义务。但这只强调了一种经济关系上的契约,特岗教师工作的特殊性决定了该群体的管理不能仅仅依靠物质上的约定,更重要的是心理契约的构建。不管是侧重物质方面的心理契约交易维度,还是关注双方未来发展的关系维度,或是强调组织人际关系的团队成员维度,对组织成员心理契约形成来说都是至关重要的。作为管理层的学校需要利用无形的心理契约来弥补书面契约的不足,有效增进特岗教师群体对任教学校的归属感与满意度,及对农村义务教育发展的责任感和使命感。本研究在广泛、深入阅读相关文献的基础上,梳理了心理契约的概念及相关研究、特岗教师相关研究,从心理契约交易维度、关系维度和团队成员维度为后面的相关叙事进行了组织架构,同时也为改善特岗教师管理提供理论支撑。然后通过田野式跟踪调研的形式对三位特岗教师及其学校管理进行了调查,从进入研究现场、建构现场文本到资料编码与归类,遵循Clandinin和Connelly的三维叙事空间对故事进行一次归类、整合,最后的撰写研究文本按照心理契约理论三个具体维度对故事进行二次厚描、分析。发现山区中小学校特岗教师管理的总体状况不容乐观,具体存在六个方面的问题:物质条件不足挫伤工作积极性、非教学工作量大诱发职业倦怠、所教非所学加重教师工作压力、多方面影响下专业发展步履维艰、管理理念陈旧致使管理效果较差、心理问题频发难获学校及时疏导。最后本文在叙事研究与分析的基础上以心理契约三个维度为侧重,提出了改善特岗教师管理的三个具体策略:以综合激励机制为基础促进特岗教师心理契约稳固建构、以职业生涯管理为抓手提升特岗教师与学校契合度、以关系型领导行为为手段实现特岗教师与学校良性互动,并对每项具体策略进行了细致分析和运用指导,以期为基层学校领导提供建设性参考意见。
[Abstract]:In "Special post Plan", schools form a phased contractual relationship with special teachers by employing them to establish their rights and obligations. But this only emphasizes a kind of economic relationship contract. The particularity of the special post teachers' work determines that the management of this group can not only depend on the material contract, but also the construction of the psychological contract. Whether it is the psychological contract transaction dimension focusing on the material, the relationship dimension of paying attention to the future development of both sides, or the team member dimension which emphasizes the interpersonal relationship of the organization, it is very important for the formation of the psychological contract of the organization member. As the management level, the school needs to make up for the deficiency of written contract by using the invisible psychological contract, and effectively promote the sense of belonging and satisfaction of the special post teachers to the teaching school, and the sense of responsibility and mission to the development of rural compulsory education. On the basis of extensive and in-depth reading of relevant literature, this study combs the concept of psychological contract and related research, the relevant research of special post teachers, from the perspective of psychological contract transaction, The relationship dimension and the team member dimension provide the organization structure for the related narration, and also provide the theoretical support for improving the post teacher management. Then through the form of field tracking investigation, the author investigates the three special post teachers and their school management, from entering the research site, constructing the field text to the coding and classification of the data. According to the three-dimensional narrative space of Clandinin and Connelly, the story is classified and integrated once, and the final research text is described and analyzed according to the three specific dimensions of psychological contract theory. It is found that the overall situation of special post teachers management in primary and middle schools in mountain areas is not optimistic, and there are six problems in the management: lack of material conditions to dampen work enthusiasm, and non-teaching workload to induce job burnout. Under the influence of many aspects, the professional development is difficult, the management idea is old, the management effect is poor, and the psychological problems occur frequently, which is difficult to get the guidance of the school in time. Finally, on the basis of narrative research and analysis, this paper focuses on the three dimensions of psychological contract, and puts forward three specific strategies to improve the management of special post teachers: to promote the stable construction of psychological contract of special post teachers on the basis of comprehensive incentive mechanism. Taking career management as the starting point to promote the degree of correspondence between teachers and schools, and to realize the positive interaction between teachers and schools by means of relational leadership behavior, the author makes a detailed analysis and application of each specific strategy. With a view to providing constructive reference for grass-roots school leaders.
【学位授予单位】：江南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G525.1

【参考文献】