小学教师职业幸福感调查与反思
发布时间：2018-08-12 17:20
【摘要】：本研究在前人研究的基础上,提出教师职业幸福感结构的理论构想为5个因素,在理论构想中社会支持这一维度包含同事、领导、学生三方面的支持,确定问卷由7个因素组成,共36个题项。这7个因素分别是:组织承诺、同事关系、工作吸引力、躯体健康、工作成效、工作动机、领导关系,考查了自编问卷的信效度,并且调查了贵阳市南明小学教师职业幸福感的基本状况,考查其性别、年龄、教龄、任教学科、是否担任班主任和骨干教师等背景变量对小学教师职业幸福感的影响,最后针对小学教师的职业幸福感现状提出了几点建议。本研究的主要结果为:(1)男女教师在工作成效和工作动机上存在显著差异,女教师幸福感强于男教师;(2)30-40岁组老师在躯体健康方面明显低于其他组;(3)30年教龄级以上组教师在组织承诺和同事关系上显著低于其他组;16--29年组在工作成效上显著高于其他组;(4)语文组教师在组织承诺、工作成效、工作动机和领导关系上显著高于其他组;(5)班主任在领导关系上显著高于其他组;(6)骨干教师在工作成效上高于非骨干教师。
[Abstract]:On the basis of previous studies, this study puts forward that the theoretical conception of teachers' occupational well-being structure is five factors. The dimension of social support in the theoretical conception includes the support of colleagues, leaders and students. The questionnaire consists of 7 factors and 36 items. The seven factors were: organizational commitment, coworker relationship, job attractiveness, physical health, job achievement, work motivation, leadership relationship. It also investigates the basic status of teachers' occupational well-being in Naming primary school in Guiyang, and examines the influence of background variables, such as gender, age, teaching subjects, whether they are teachers in charge of class and backbone teachers, on the occupational well-being of primary school teachers. Finally, the author puts forward some suggestions on the present situation of occupational well-being of primary school teachers. The main results of this study are as follows: (1) there are significant differences between male and female teachers in work achievement and motivation. The well-being of female teachers was stronger than that of male teachers; (2) the teachers of 30-40 years old group were significantly lower than other groups in physical health; (3) the teachers of 30-year teaching age group were significantly lower in organizational commitment and coworker relationship than other groups in 16-29 years. In other groups; (iv) language group teachers are organizing commitments, Work effect, work motivation and leadership relationship are significantly higher than other groups; (5) the head teacher is significantly higher than other groups in leadership relationship; (6) backbone teachers work better than non-backbone teachers.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G625.1
本文编号：2179752
[Abstract]:On the basis of previous studies, this study puts forward that the theoretical conception of teachers' occupational well-being structure is five factors. The dimension of social support in the theoretical conception includes the support of colleagues, leaders and students. The questionnaire consists of 7 factors and 36 items. The seven factors were: organizational commitment, coworker relationship, job attractiveness, physical health, job achievement, work motivation, leadership relationship. It also investigates the basic status of teachers' occupational well-being in Naming primary school in Guiyang, and examines the influence of background variables, such as gender, age, teaching subjects, whether they are teachers in charge of class and backbone teachers, on the occupational well-being of primary school teachers. Finally, the author puts forward some suggestions on the present situation of occupational well-being of primary school teachers. The main results of this study are as follows: (1) there are significant differences between male and female teachers in work achievement and motivation. The well-being of female teachers was stronger than that of male teachers; (2) the teachers of 30-40 years old group were significantly lower than other groups in physical health; (3) the teachers of 30-year teaching age group were significantly lower in organizational commitment and coworker relationship than other groups in 16-29 years. In other groups; (iv) language group teachers are organizing commitments, Work effect, work motivation and leadership relationship are significantly higher than other groups; (5) the head teacher is significantly higher than other groups in leadership relationship; (6) backbone teachers work better than non-backbone teachers.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G625.1
【参考文献】
相关期刊论文 前1条
1 李志梅;;影响教师幸福感因素探析[J];科教导刊(上旬刊);2013年08期
，本文编号：2179752
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