小学教师的情绪劳动和职业认同与职业倦怠的关系研究

发布时间：2018-06-25 17:26

本文选题：小学教师 + 职业倦怠　；参考：《河北师范大学》2017年硕士论文

【摘要】：近年来,教师可以被誉为“高危”行业之一。和传统的被绝对尊重的角色不同,当今社会教师在校园、家长和社会等多方舆论和监督压力下开展工作。而且社会对任职教师的要求也有所改变,对教师的形象以及标准也不断发生转变,不但要求任职教师能够起到育人的作用,还能有效的把“情绪劳动”作为规范自身工作的重要方面,应该传承以“学生为本”的思想与理念,而且构建学校与家庭之间的信息交流平台,积极与家长取得联系。所以教师是一种高情绪的工作人群,因此对其情绪劳动开展研究意义重大。进而研究者逐步开展了情绪劳动和职业倦怠的关系,有研究证明职业认同和情绪劳动作为职业倦怠的一个前因变量,均与职业倦怠紧密相关,因此,本文希望通过此次研究,从情绪劳动和职业认同分析职业倦怠,最终提出三者之间的影响关系,而且构建相应的关系模型。本文采用问卷调查的实证研究方法,结合小学教师工作实际设计了小学教师情绪劳动、职业认同和职业倦怠问卷,并通过问卷来搜集数据,通过SPSS统计学方法对数据进行分析,并得出结论。通过此次问卷调查和分析,得到以下结论:其一、小学教师情绪劳动在性别、教龄上不存在显著差异,在婚姻、所教年级和学校类型上存在显著差异。小学教师职业认同在性别、婚姻、教龄、所教年级上不存在显著差异,在学校类型上存在显著差异。小学教师职业倦怠在婚姻、所教年级和学校类型上不存在显著差异,在性别、教龄上呈现出显著的差异。其二、情绪劳动与职业认同对职业倦怠的影响是呈现出显著负相关。其三、职业认同与情绪劳动对职业倦怠的影响是呈现出预测功效。本课题研究的宗旨是归纳小学教师情绪劳动、职业认同与职业倦怠的现状,从不同的角度分析人口学量上是否呈现出显著的差异;借助于相关量表的构建分析职业认同与情绪劳动对职业倦怠的影响关系,借助于影响关系提出积极的措施来抑制职业倦怠现象,借此提升任职教师的绩效水平,本文研究具有参考价值和实用意义。
[Abstract]:In recent years, teachers can be regarded as one of the "high-risk" industries. Unlike the traditional role of absolute respect, teachers work under the pressure of public opinion and supervision on campus, parents and society. Moreover, the requirements of the society for serving teachers have also changed, and the image and standards of teachers have been constantly changing, which not only requires serving teachers to play a role in educating people, It can also effectively regard "emotional labor" as an important aspect of standardizing one's own work, should inherit the thought and idea of "student-based", and construct the information exchange platform between school and family, and make contact with parents actively. Therefore, teachers are a kind of high-emotional working people, so it is of great significance to study their emotional labor. Then the researchers gradually develop the relationship between emotional labor and job burnout. Some studies have proved that occupational identity and emotional labor as a pre-dependent variable of job burnout are closely related to job burnout. Therefore, this paper hopes to pass this study. This paper analyzes job burnout from emotional labor and occupational identity, and finally puts forward the influence relationship between them, and constructs the corresponding relationship model. This paper designs the questionnaire of emotional labor, professional identity and job burnout of primary school teachers according to the actual work of primary school teachers, and collects data through questionnaires, and analyzes the data by SPSS statistical method. And draw a conclusion. Through the questionnaire survey and analysis, the following conclusions are drawn: first, there are no significant differences in gender, teaching life, marriage, grades and school types of primary school teachers. There were no significant differences in gender, marriage, teaching age and grade in primary school teachers' professional identity, but there were significant differences in school types. Job burnout of primary school teachers has no significant difference in marriage, grade and school type, but there are significant differences in gender and teaching age. Secondly, the influence of emotional labor and occupational identity on job burnout is significantly negative. Thirdly, the effects of occupational identity and emotional labor on job burnout are predictive. The purpose of this study is to sum up the current situation of emotional labor, occupational identity and job burnout of primary school teachers, and to analyze whether there are significant differences in demography from different angles. Based on the analysis of the relationship between occupational identity and emotional labor on job burnout, the author puts forward some positive measures to restrain the phenomenon of job burnout and improve the performance of teachers. This study has reference value and practical significance.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G625.1

【参考文献】