高校魅力型教师的特质结构问卷编制及多层线性分析

发布时间：2018-06-26 06:57

本文选题：大学生 + 魅力型教师　；参考：《赣南师范学院》2014年硕士论文

【摘要】：百年大计，教育为本。教育在一定程度上决定了一个国家的发展潜力与发展实力。而教师作为传道、授业、解惑者，在学校教育中起着至关重要的作用。因此，如何培养教师，培养怎么样的教师成为了目前教师教育的热点和焦点，虽然，不同时期不同国度的专家从各自擅长的领域提出了不同的理论和观点，，但是他们不约而同的提到要培养学生爱戴的老师，魅力型教师就是这样的教师。本文把之前一直在组织领域研究的魅力型特质引入教育领域，研究高校教师的魅力型特质。把魅力型教师定义为是指拥有一种直观的特别的吸引力、感染力、感召力和影响力的教师，他们能利用其自身魅力鼓励学生并形成和谐的师生关系。本文在构建高校魅力型教师特质的理论框架、探讨高校魅力型教师特质的结构模型的基础上，编制了较高质量的高校魅力型教师特质结构问卷（他评），并以此问卷作为研究工具，采用多层线性分析方法考察了学校变量对魅力型教师特质的影响。因此，本文主要分为两个研究目的。一是编制较高质量的高校魅力型教师特质结构问卷。在该研究目的中，采用经典测量理论（CTT）、结构方程模型（SEM）等心理测量理论和方法编制问卷，并对该问卷进行多种信效度检验。另一研究目的为探讨影响大学生被试对魅力型教师评判的个体变量和学校变量。由于数据存在嵌套关系，采用多层线性分析方法对数据进行统计分析，考察了学校变量对魅力型教师特质的影响。具体研究结果如下：（1）采用经典测量理论（CTT）和结构方程模型等心理测量理论和方法，编制了较高质量的高校魅力型教师特质结构问卷。该问卷包含5个因子，分别为性格、品格、体格、资格和才格，共计35个题目。（2）采用重测信度、分半信度、同质信度以及内容效度、构想效度、区分效度和结构方程模型，对问卷进行多种信效度检测，结果显示，问卷具有较高信度和效度。（3）采用结构方程模型对问卷进行验证性因素分析，在比较一阶单因素模型、一阶5因素模型和二阶单因素一阶5因素模型后，结果显示，高校魅力型教师的特质结构是一个有多个维度构成的特质结构，由一阶的性格、品格、体格、资格和才格5个因子共同解释了一个高阶的高校魅力型教师的特质。（4）采用多层线性分析技术，探讨学校变量对魅力型教师特质的影响。在采用三个模型进行分析后，结果显示：在资格因子上，被试学历对教师资格与魅力型教师的关系存在显著的负向预测作用。学校类型对问卷总分的学校均值差异有极其显著的负向预测作用；在性格因子上，学校地域能够加强被试学历与性格因子之间的负向预测作用；学校类型对高校魅力型教师品格因子得分的学校均值差异具有显著的负向预测作用；在资格因子上，学校类型能够加强被试性别与资格因子之间正向预测作用；在才格因子上，学校地域能够加强被试专业与魅力型教师才格因子之间正向预测作用。
[Abstract]:To a certain extent, education is based on education. Education determines the development potential and strength of a country to a certain extent. And teachers play a vital role in school education as a preaching, teaching, and dispel. Therefore, how to train teachers and cultivate teachers has become the focus and focus of current teacher education, although not at the same time The experts of different countries have put forward different theories and views from their respective fields, but they have made the same mention of the teachers who want to cultivate the students' love. The charismatic teacher is such a teacher. This article introduces the charismatic characteristics that have been studied in the organization field before and studies the charismatic characteristics of the college teachers. A charismatic teacher is defined as a teacher who has an intuitive, special appeal, appeal, inspiring and influential teachers who can use their own charm to encourage students and form a harmonious relationship between teachers and students.
In this paper, on the basis of the theoretical framework of the charismatic teacher characteristics of colleges and universities, and on the basis of the structural model of charismatic teachers in Colleges and universities, a high quality quality structure questionnaire for charismatic teachers of colleges and universities is compiled (his comment), and the questionnaire is used as a research tool and the multi linear analysis method is used to investigate the school variables to the charismatic teachers. Therefore, this paper is mainly divided into two research purposes. One is to compile a high quality quality structure questionnaire for charismatic teachers. In this study, a questionnaire is compiled with the theory and method of psychological measurement, such as CTT, SEM, and a variety of reliability and validity test. The purpose is to explore the individual variables and school variables that affect the college students' evaluation of the charismatic teachers. Because of the nesting relationship between the data, the data are analyzed by the multi-layer linear analysis method, and the influence of the school variables on the charismatic teachers' characteristics is investigated. The concrete results are as follows:
(1) by using the theory and methods of psychological measurement, such as the classical measurement theory (CTT) and the structural equation model, a high quality quality structure questionnaire for charismatic teachers is compiled. The questionnaire contains 5 factors, which are character, character, physique, qualification and talent, with a total of 35 questions.
(2) using retest reliability, semi reliability, homogeneity reliability and content validity, the validity, validity and structural equation model were conceived, and a variety of reliability and validity were tested on the questionnaire. The results showed that the questionnaire had high reliability and validity.
(3) the structural equation model is used to analyze the confirmatory factor of the questionnaire. After comparing the first order single factor model, the first order 5 factor model and the two order single factor first order 5 factor model, the result shows that the characteristic structure of the college charm teacher is a trait structure consisting of many dimensions, from the first order character, character, physique, qualification and talent 5 These factors explain the characteristics of a higher class charm teacher.
(4) the impact of school variables on the charismatic teacher characteristics is explored by using the multi-layer linear analysis technique. After the analysis of three models, the results show that the qualifications of the subjects have a significant negative predictive effect on the relationship between teacher qualifications and charismatic teachers. In character factors, the school region can strengthen the negative prediction between the educational background and the personality factor; the school type has a significant negative predictive effect on the school average difference in the score of the charismatic teacher's character factor, and the school type can strengthen the sexes on the qualification factor. There is a positive predictive effect between the qualification factor and the qualification factor, and in the talent factor, the school region can strengthen the positive predictive effect between the subject and the glamour teacher's talent factor.
【学位授予单位】：赣南师范学院
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G645.1

【参考文献】