特殊教育学校班主任工作责任心与成就动机和组织承诺的关系

发布时间：2019-02-24 14:41

【摘要】：对342名特殊教育学校的班主任进行问卷调查,探讨其工作责任心与成就动机和组织承诺的关系。结果发现:(1)在班风建设上,女班主任得分显著高于男班主任;在工作责任心5个维度上,骨干班主任得分高于普通班主任,尤其在班风建设上两者之间的差异显著;(2)在家校合作、班级队伍建设、班风建设和班级活动开展上,拥有15年教龄以上的班主任得分高于其他教龄段的班主任;(3)特殊教育学校班主任工作责任心在5个维度上与规范承诺、情感承诺呈显著正相关,班级队伍建设与持续承诺呈显著正相关;(4)特殊教育学校班主任工作责任心在5个维度上与成就动机呈显著正相关,班风建设、与任课教师合作和避免失败呈显著正相关;(5)特殊教育学校班主任中的成就动机在工作责任心和组织承诺之间起部分中介作用。
[Abstract]:A questionnaire survey was conducted among 342 special education school teachers to explore the relationship between their work responsibility, achievement motivation and organizational commitment. The results showed that: (1) in the construction of class style, the scores of female class teachers were significantly higher than those of male class teachers, and the scores of backbone class teachers were higher than those of ordinary class teachers, especially in the construction of class style. (2) in the aspects of home-school cooperation, class team building, class style construction and class activity development, the class teachers with more than 15 years of teaching experience scored higher than those with other teaching years; (3) the sense of responsibility of the head teacher in special education school is positively related to the normative commitment in five dimensions, the affective commitment is significantly positive correlation, and the class team building is significantly and positively correlated with the continuing commitment; (4) the sense of responsibility of head teacher in special education school is positively related to achievement motivation in five dimensions, class style construction, cooperation and failure avoidance; (5) the achievement motivation of the head teacher in special education school plays an intermediary role between work responsibility and organizational commitment.
【作者单位】：西南大学教育学部华东师范大学教育学部
【基金】：西南大学教育学部“特殊青少年挫折心理现状及抗挫折能力的培育研究”(2014YBXM19);项目负责人:冯维
【分类号】：G760;G451

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