小学教师职业幸福感研究
发布时间：2019-04-23 12:40
【摘要】： 教育的希望系于教师,教育问题的瓶颈在于教师如何面对他的教育生活。对教师生存状况的关注,是对整个教育最根本的关注。小学教师职业幸福感是教师职业生活的重要内容,也是衡量其工作生活质量的重要指标。关注这一主题,不仅有助于提高小学教师工作生活质量,而且有助于提高小学教育质量。本研究综合使用文献法、问卷法、访谈法,对上海和泰州地区教师职业幸福感的现状、影响因素等问题进行研究,并在此基础上提出提高小学教师职业幸福感的方法和措施。 本论文主要研究结论是:上海和泰州地区教师幸福感状况处于中等水平,情况并不理想,一半以上的教师并不能从教师这一职业中体会到职业幸福感。上海地区教师职业幸福感比泰州地区教师低,并且存在显著性差异。随着小学教师年龄的增长,教师的职业幸福感存在显著性差异。小学教师职称越高,压力越大,幸福感水平越低。任教不同科目的教师其职业幸福感存在显著性差异。任教年级不同,其幸福感存在显著差异。低年级教师的幸福感最高。教师的工资待遇、工作压力、工作本身、社会对教师的高期望、家长的不配合、学生的素质因素影响了教师的职业幸福感的获得,令教师比较满意的是学校领导的风格,学校的校园环境以及同事关系。教师自己心中对自己职业的评价是影响教师幸福感的一个因素,教师对自己评价越低,幸福感也越低。教师择业动机、专业自主发展的需要、坚持从教原因都会影响教师的幸福感。 教师获得职业幸福感的主要原因是:教师拥有积极的择业动机、对教师职业的喜爱、学校人性化的领导管理、领导的支持和肯定、良好的人际氛围、孩子对教师的关心和爱、学生的纯真、学生的成长和教师教学中的成就感、专业发展。教师幸福感失落的原因是:社会地位不高、家长的不支持和不尊重、教师生活狭隘、组织管理和教学自主的冲突、工作压力过大、教师的角色冲突引发的不满。 为了提高小学教师职业幸福感,社会应该奉持合理的教师角色期望、建立社会支持网络,保障教师职业生涯中的正当权益、提高教师的报酬待遇、教师专业自主权的回归。学校应该提倡发展性的教师评价制度、领导者要善于创造教师展现自我的舞台、学校中应该建立学习型组织。对教师自身而言,教师应该在与交往对象中精神相遇、在创造性教学中体验幸福、在教育科研中超越自我、在专业成长中体验幸福、教师要拥有闲暇和独处的时间。
[Abstract]:The hope of education lies in the teacher. The bottleneck of the education problem is how the teacher faces his educational life. The attention to the teachers' living condition is the most fundamental concern to the whole education. Primary school teachers' professional well-being is not only an important content of teachers' professional life, but also an important index to measure the quality of their work and life. Paying attention to this theme will not only improve the quality of work and life of primary school teachers, but also improve the quality of primary education. This study comprehensively uses literature, questionnaire and interview methods to study the current situation and influencing factors of teachers' occupational well-being in Shanghai and Taizhou, and puts forward some methods and measures to improve the teachers' professional well-being in primary schools. The main conclusions of this paper are as follows: teachers' well-being in Shanghai and Taizhou is in the middle level, and the situation is not ideal, and more than half of the teachers can not experience the professional well-being from the teachers' profession. The occupational well-being of teachers in Shanghai was lower than that in Taizhou, and there was significant difference. With the age of primary school teachers, there is a significant difference in teachers' occupational well-being. The higher the title of primary school teacher, the greater the pressure, and the lower the level of happiness. There is a significant difference in occupational well-being among teachers in different subjects. There are significant differences in happiness between different teaching grades. Lower-grade teachers have the highest happiness. Teachers' salary, work pressure, work itself, society's high expectations for teachers, parents' lack of cooperation, students' quality factors affect the acquisition of teachers' professional well-being, and what teachers are more satisfied with is the style of school leadership. The campus environment of the school and the relationship between co-workers. Teachers' own assessment of their profession is a factor that affects teachers' well-being. The lower the teachers' evaluation of themselves, the lower their well-being. Teachers' motivation to choose a job, the need for professional self-development, and the reasons for persisting in teaching will affect teachers' well-being. The main reasons for teachers' occupational well-being are: teachers have positive motivation to choose a job, love for teachers' profession, humanized leadership management in schools, support and affirmation from leaders, good interpersonal atmosphere, and children's concern and love for teachers. Students' innocence, students' growth and teachers' sense of achievement in teaching, professional development. The reasons for the loss of teachers' happiness are: social status is not high, parents do not support and disrespect, teachers' life is narrow, the conflict between organization, management and teaching autonomy, too much pressure on work, teachers' role conflict caused by dissatisfaction. In order to improve the professional well-being of primary school teachers, society should hold reasonable expectations of teachers' role, set up social support network, protect teachers' legitimate rights and interests in their careers, improve teachers' remuneration and return to teachers' professional autonomy. Schools should advocate a developmental teacher evaluation system, leaders should be good at creating a stage for teachers to show themselves, and learning organizations should be set up in schools. For teachers themselves, teachers should experience happiness in creative teaching, surmount themselves in education and scientific research, experience happiness in professional growth, and have leisure time and solitude time for teachers to meet the spirit of communication objects, to experience happiness in creative teaching, to surpass themselves in educational research and to experience happiness in professional growth.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G625.1
本文编号：2463478
[Abstract]:The hope of education lies in the teacher. The bottleneck of the education problem is how the teacher faces his educational life. The attention to the teachers' living condition is the most fundamental concern to the whole education. Primary school teachers' professional well-being is not only an important content of teachers' professional life, but also an important index to measure the quality of their work and life. Paying attention to this theme will not only improve the quality of work and life of primary school teachers, but also improve the quality of primary education. This study comprehensively uses literature, questionnaire and interview methods to study the current situation and influencing factors of teachers' occupational well-being in Shanghai and Taizhou, and puts forward some methods and measures to improve the teachers' professional well-being in primary schools. The main conclusions of this paper are as follows: teachers' well-being in Shanghai and Taizhou is in the middle level, and the situation is not ideal, and more than half of the teachers can not experience the professional well-being from the teachers' profession. The occupational well-being of teachers in Shanghai was lower than that in Taizhou, and there was significant difference. With the age of primary school teachers, there is a significant difference in teachers' occupational well-being. The higher the title of primary school teacher, the greater the pressure, and the lower the level of happiness. There is a significant difference in occupational well-being among teachers in different subjects. There are significant differences in happiness between different teaching grades. Lower-grade teachers have the highest happiness. Teachers' salary, work pressure, work itself, society's high expectations for teachers, parents' lack of cooperation, students' quality factors affect the acquisition of teachers' professional well-being, and what teachers are more satisfied with is the style of school leadership. The campus environment of the school and the relationship between co-workers. Teachers' own assessment of their profession is a factor that affects teachers' well-being. The lower the teachers' evaluation of themselves, the lower their well-being. Teachers' motivation to choose a job, the need for professional self-development, and the reasons for persisting in teaching will affect teachers' well-being. The main reasons for teachers' occupational well-being are: teachers have positive motivation to choose a job, love for teachers' profession, humanized leadership management in schools, support and affirmation from leaders, good interpersonal atmosphere, and children's concern and love for teachers. Students' innocence, students' growth and teachers' sense of achievement in teaching, professional development. The reasons for the loss of teachers' happiness are: social status is not high, parents do not support and disrespect, teachers' life is narrow, the conflict between organization, management and teaching autonomy, too much pressure on work, teachers' role conflict caused by dissatisfaction. In order to improve the professional well-being of primary school teachers, society should hold reasonable expectations of teachers' role, set up social support network, protect teachers' legitimate rights and interests in their careers, improve teachers' remuneration and return to teachers' professional autonomy. Schools should advocate a developmental teacher evaluation system, leaders should be good at creating a stage for teachers to show themselves, and learning organizations should be set up in schools. For teachers themselves, teachers should experience happiness in creative teaching, surmount themselves in education and scientific research, experience happiness in professional growth, and have leisure time and solitude time for teachers to meet the spirit of communication objects, to experience happiness in creative teaching, to surpass themselves in educational research and to experience happiness in professional growth.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G625.1
【引证文献】
相关硕士学位论文 前1条
1 姚雪;中学教师间人际冲突现状及调控研究[D];西南大学;2008年
，本文编号：2463478
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