甘肃大学英语教师社会支持、职业幸福感与专业发展的关系研究

发布时间：2017-10-15 11:13

本文关键词：甘肃大学英语教师社会支持、职业幸福感与专业发展的关系研究

【摘要】：随着大学英语教学的改革和发展，作为大学英语教育的推动者和实践者并承担着较重工作量的大学英语教师，其专业发展问题也受到了广泛的关注。然而，，大学英语教师的研究往往仅仅集中于他们的专业发展，却忽视了由于相对薄弱的社会支持和相对较低的职业幸福感水平所导致的专业发展中的偶然的低效率现象。本研究的目的是为了探讨大学英语教师这一特殊群体社会支持和职业幸福感与专业发展之间的关系，以及社会支持在多大程度上可以预测大学英语教师的职业幸福感,社会支持和职业幸福感分别在多大程度上可以预测大学英语教师的专业发展，以及社会支持的哪几个维度对职业幸福感具有预测作用，社会支持和职业幸福感的哪些维度分别对大学英语教师的专业发展具有预测作用。研究者采用问卷调查的方式，分别以《社会支持评定量表》，《教师职业幸福感问卷》和《教师专业发展需求问卷》为调查工具，以甘肃省五所大学的100名大学英语教师为研究对象，并使用SPSS软件对数据进行分析。研究结果表明甘肃大学英语教师社会支持和职业幸福感呈显著正相关，社会支持和职业幸福感与专业发展均呈显著正相关；社会支持对职业幸福感具有较强的预测作用；社会支持分别对大学英语教师的职业幸福感和专业发展具有良好的预测作用。研究结果还表明，社会支持的主观支持和对支持的利用度两个维度对教师的职业幸福感具有较强的正向预测作用;职业幸福感的工作环境维度和人际关系维度对大学英语教师的专业发展具有良好的正向预测作用；社会支持的主观支持和客观支持两个维度对大学英语教师专业发展具有良好的预测作用。因此，社会支持和职业幸福感的提升对于大学英语教师的专业发展而言是至关重要的，社会支持对大学英语教师而言是一种宝贵的资源，职业幸福感对于大学英语教师的专业发展也具有重要意义，换言之，希望通过提升他们的职业幸福感促进其课堂有效性的提高，并倡导通过大学管理者和教师自身努力，共同推动其专业发展。研究者期望可以开启源自学校、其他社会组织以及大学英语教师自身之间的对话，加强沟通，增进交流，提高对大学英语教师的社会支持度和职业幸福感，最终促进大学英语教师长期的专业发展。
【关键词】：大学英语教师 社会支持 职业幸福感 专业发展
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G443;H319
【目录】：

Abstract8-10
摘要10-11
List of Tables11-13
Chapter 1 Introduction13-17
1.1 Background to the Study13-14
1.2 Purposes and Significance14-17
Chapter 2 Literature Review17-27
2.1 Review on Social Support17-20
2.2 Review on Occupational Well-being20-22
2.3 Review on Professional Development22-25
2.4 Review on the Relationships among Social Support, Occupational Well-being and Professional Development25-27
Chapter 3 Theoretical Bases27-30
3.1 Buffer Hypothesis27-28
3.2 Constructivism28-29
3.3 Mediational Model29-30
Chapter 4 Methodology30-34
4.1 Research Questions30
4.2 Subjects30-31
4.3 Instruments31-32
4.3.1 Social Support Rating Scale31
4.3.2 Occupational Well-being Questionnaire31-32
4.3.3 Professional Development Questionnaire32
4.4 Procedures32-33
4.5 Data Collection33-34
Chapter 5 Results and Discussion34-69
5.1 Results from the Analyses of College English Teachers’ Social Support in Gansu34-40
5.1.1 General Condition of College English Teachers’ Social Support in Gansu34
5.1.2 Comparison of College English Teachers’ Social Support across Different Genders34-35
5.1.3 Comparison of College English Teachers’ Social Support across Different Age35-36
5.1.4 Comparison of College English Teachers’ Social Support across Different Marital Statuses36
5.1.5 Comparison of College English Teachers’ Social Support across Different Educational Background36-37
5.1.6 Comparison of College English Teachers’ Social Support across Different Total Years in Teaching37-39
5.1.7 Comparison of College English Teachers’ Social Support across Different Academic Titles39
5.1.8 Comparison of College English Teachers’ Social Support across Different Income39-40
5.2 Results from the Analysis of the College English Teachers’ Occupational Well-being in Gansu40-49
5.2.1 General Condition of College English Teachers’ Occupational Well-being in Gansu40-41
5.2.2 Comparison of College English Teachers’ Occupational Well-being across Different Genders41-42
5.2.3 Comparison of College English Teachers’ Occupational Well-being across Different Age42-43
5.2.4 Comparison of College English Teachers’ Occupational Well-being across Different Marital Statuses43-44
5.2.5 Comparison of College English Teachers’ Occupational Well-being across Different Educational Background44-45
5.2.6 Comparison of College English Teachers’ Occupational Well-being across Different Total Years in Teaching45-47
5.2.7 Comparison of College English Teachers’ Occupational Well-being across Different Academic Titles47-48
5.2.8 Comparison of College English Teachers’ Occupational Well-being across Different Income3648-49
5.3 Results from the Analysis of the College English Teachers’ Professional Development in Gansu49-56
5.3.1 General Condition of College English Teachers’ Professional Development in Gansu49-50
5.3.2 Comparison of College English Teachers’ Professional Development across Different Genders50
5.3.3 Comparison of College English Teachers’ Professional Development across Different Age50-51
5.3.4 Comparison of College English Teachers’ Professional Development across Different Marital Statuses51-52
5.3.5 Comparison of College English Teachers’ Professional Development across Different Educational Background52-53
5.3.6 Comparison of College English Teachers’ Professional Development across Different Total Years in Teaching53-54
5.3.7 Comparison of College English Teachers’ Professional Development across Different Academic Titles54-55
5.3.8 Comparison of College English Teachers’ Professional Development across Different Income55-56
5.4 Correlation Analyses among Social Support, Occupational Well-being and Professional Development56-61
5.4.1 Correlation Analyses between Social Support and Occupational Well-being56-57
5.4.2 Correlation Analyses between Occupational Well-being and Professional Development57-59
5.4.3 Correlation Analyses between Social Support and Professional Development59-61
5.5 Multiple Regression Analyses of the Relationships among Social Support, Occupational Well-being and Professional Development61-65
5.5.1 Multiple Regression Analyses of Predicting Effects of Social Support on Occupational Well-being61-63
5.5.2 Multiple Regression Analyses of Predicting Effects of Occupational Well-being on Professional Development63-64
5.5.3 Multiple Multiple Regression Analyses of Predicting Effects of Social Support on Professional Development64-65
5.6 Discussion65-69
Chapter 6 Conclusions, Suggestions and Limitations69-74
6.1 Conclusions69-70
6.2 Suggestions for College Administrators and College English Teachers70-73
6.2.1 Suggestions for College Administrators70-71
6.2.2 Suggestions for College English Teachers71-73
6.3 Limitations73-74
References74-79
Appendix Ⅰ79-81
Appendix Ⅱ81-83
Appendix Ⅲ83-85
Acknowledgements85