我国乡村教师工作满意度及其影响因素的实证研究

发布时间：2019-01-09 18:18

【摘要】：乡村教师工作满意度是影响乡村教师教育教学质量的重要因素。通过对全国1863名乡村教师工作满意度的现状及其影响因素进行调查研究发现,乡村教师工作满意度处于中上水平,其中自我发展满意度最高,职业认同满意度最低;不同教龄、职称和学历的乡村教师工作满意度存在显著差异。随着教龄增加,教师的工作满意度呈现U型趋势,教龄为5年以内和20年以上的教师工作满意度更高;教师职称越高,工作满意度越高,而学历越高,工作满意度越低;通过回归分析发现,教师学历和专业发展需求可作为乡村教师工作满意度的预测变量。建议着力提升乡村教师社会地位,增强教师职业认同感;为乡村教师提供阶梯式差异性支持,促进不同发展阶段教师专业成长;重视高学历青年教师的发展需求,拓宽职业发展通道,为其提供良好的发展平台和晋升空间。
[Abstract]:Job satisfaction of rural teachers is an important factor affecting the quality of rural teachers' education and teaching. Through the investigation of 1863 rural teachers' job satisfaction and its influencing factors, it is found that the rural teachers' job satisfaction is at the middle and upper level, among which the self-development satisfaction is the highest, and the professional identity satisfaction is the lowest. There were significant differences in job satisfaction of rural teachers with different teaching years, titles and qualifications. With the increase of teaching age, teachers' job satisfaction presents a U-type trend, and the teachers' job satisfaction within 5 years and more than 20 years is higher, the higher the teacher's title is, the higher the job satisfaction is, and the higher the degree of education is, the lower the job satisfaction is. Through regression analysis, it is found that teachers' academic qualifications and professional development needs can be used as predictors of rural teachers' job satisfaction. It is suggested to promote rural teachers' social status, strengthen teachers' professional identity, provide rural teachers with stepwise differential support, and promote teachers' professional growth in different stages of development. Attach importance to the development needs of young teachers with higher education, broaden the career development channels, and provide a good development platform and promotion space for them.
【作者单位】：中国教育科学研究院;北京师范大学;
【基金】：北京市教育科学“十三五规划”优先关注课题“新形势下乡村教育整体改革研究”(课题编号:AEAA17008)的研究成果之一
【分类号】：G525.1

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