基于结构方程模型的甘肃省本科院校大学教师专业化成长因素满意度测评

发布时间：2018-10-12 13:02

【摘要】：如何更加有效地培养高素质人才是我们当前最迫切需要解决的难题。众所周知，影响高等教育质量的主要因素除了政府行为、学校行为以外，就是大学教师行为。大学教师是对学生学习生活最直接的影响者，是学生心智完善的关键。因此，大学教师的专业化成长直接决定了高校培养的人才质量。所以，以提高大学教师专业化成长满意度来提高教育质量是最有效而又最直接的办法。通过对国内外多位学者观点的研究得出，影响大学教师专业化成长满意度的因素主要有专业角色满意度、专业知识满意度、专业能力满意度、专业精神满意度、专业发展满意度以及专业组织满意度。从专业角色满意度来看，它包含了大学教师对其专业身份与专业地位的满意情况，直接展现了大学教师是否认可其当前所扮演的人才培养、科学研究、社会服务以及文化传承者的角色，同时也展现了大学教师对其薪资、福利、社会地位的满意程度。从专业知识和专业能力满意度来看，在这两方面满意度的高低，基本上可以说明他们是否能够对学生的生活学习以及能力培养方面产生的影响。如果满意度高，则学生受益大，满意度低，则学生受益小。通过专业精神满意度可以看出一名大学教师是否忠于其专业，岗位和学生，也可以从一个侧面反映出他是否满意于自身当前所处的专业成长环境。专业发展满意度一方面是用来测量学校在大学教师专业化成长中所作出的努力程度，；另一方面，它也可以用来衡量一名大学教师对专业化成长所表现出来的心理意向。专业组织满意度更多地是针对学校对大学教师专业化成长所创造的组织平台和制度环境，如果学校提供了保护和促进大学教师专业化成长的各项组织机构，并且为大学教师专业化成长营造了良好的制度环境，大学教师专业化成长的整体满意度自然会比较高。总之，对甘肃省本科院校大学教师专业化成长满意度的调查与分析，首先可以明确甘肃省本科院校大学教师专业角色和专业地位的定位。其次，通过对自身知识技能的了解，有利于促使甘肃省本科院校大学教师新的专业知识和专业技能的生成。再次，现状的揭示也有利于促成甘肃省本科院校大学教师专业组织的生成，巩固和完善其专业精神，增加其专业化发展的机会。
[Abstract]:How to train high-quality talents more effectively is the most urgent problem we need to solve. As we all know, the main factor that influences the quality of higher education is the behavior of university teachers besides government behavior and school behavior. College teachers are the most direct influence on students' learning and life, and the key to students' mental improvement. Therefore, the professional growth of university teachers directly determines the quality of talents cultivated in colleges and universities. Therefore, it is the most effective and direct way to improve the quality of education by improving the satisfaction degree of college teachers' professional growth. Through the research of many scholars at home and abroad, it is concluded that the satisfaction degree of professional role, professional knowledge, professional ability and professional spirit are the main factors influencing the satisfaction of professional growth of university teachers. Professional development satisfaction and professional organization satisfaction. From the perspective of professional role satisfaction, it includes the satisfaction of university teachers with their professional identity and professional status, and directly shows whether university teachers approve of their current talent training and scientific research. Social services and the role of cultural inheritors also demonstrate the satisfaction of college teachers with their salaries, benefits, and social status. From the perspective of professional knowledge and professional ability satisfaction, the degree of satisfaction in these two aspects can basically explain whether they can affect the students' life learning and ability development. If the satisfaction degree is high, the student benefit is big, the satisfaction degree is low, then the student benefit is small. Through the degree of professional satisfaction, we can see whether a university teacher is loyal to his major, position and students, and can also reflect whether he is satisfied with his current professional growth environment. On the one hand, the satisfaction degree of professional development is used to measure the degree of university teachers' professional growth, on the other hand, it can also be used to measure the psychological intention of a university teacher on professional growth. The degree of satisfaction of professional organizations is more aimed at the organizational platform and institutional environment created by universities for the professional growth of university teachers, if the school provides various organizations to protect and promote the professional growth of university teachers. And it creates a good institutional environment for the professional growth of university teachers, so the overall satisfaction degree of the professional growth of university teachers will naturally be higher. In a word, the investigation and analysis of the degree of satisfaction with the professional growth of university teachers in colleges and universities in Gansu Province can firstly clarify the orientation of the professional role and professional status of university teachers in colleges and universities of Gansu Province. Secondly, through the understanding of their own knowledge and skills, it is helpful to promote the formation of new professional knowledge and professional skills of university teachers in colleges and universities in Gansu province. Thirdly, the revelation of the present situation is also conducive to promoting the formation of professional organizations of university teachers in colleges and universities in Gansu Province, consolidating and perfecting their professional spirit and increasing the opportunities for their professional development.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G645.1

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