小学教师公民行为及其管理研究

发布时间：2018-10-29 11:13

【摘要】：在现代学校的制度框架下,教师会经常展现超越学校正式的规章制度所要求的没有纳入到评价体系、没有评价标准的主动行为,但同样贯策执行着学校的基本教育内容。由于学校管理因素上处于对"小学教师公民行为"表现的空白时期,导致教师对教师公民行为的意识模糊。通过文献查阅发现,现阶段对于教师组织公民行为的研究较多,而在教师公民行为还欠缺研究。本研究选取延吉市朝、汉小学各一所的200名教师为研究对象,采用问卷调查法和访谈调查法的方法,本研究对延吉市小学教师共发放问卷200份,回收有效问卷为189份,有效率为94.5%。为了更好的了解小学教师公民行为及其管理的现状,分别对5位教师和2位校长进行了访谈,深入地了解了小学教师公民行为的情况,为本研究的开展提供了有效的保障。主要研究以下内容:小学教师公民行为总体发展状态;学校管理因素对小学教师公民行为影响分析;学校管理因素对小学教师公民行为的影响;通过对调查研究结果的分析与讨论,本研究最终形成以下结论:本研究对整体样本的问卷填答情况进行了统计分析,得出了以下结论:小学教师公民行为总体发展水平处于较好水平,小学教师文明公约倡导行为表现最好,小学教师环境保护行为发展水平最差。学校管理因素对小学教师公民行为总体发展水平有着显著的影响。小学教师公民行为各维度与学历、职称有着显著的正相关关系,与性别存在一定差异。通过研究发现,小学教师的公民行为受到教师管理和学生教育管理的影响,其中学校领导对教师公民行为制定的规章制度、年度考核、小学教师对学生的教育、班级文化建设等因素对小学教师的公民行为发展具有非常大的影响。基于以上研究,本文提出了如下建议:建立教师公民行为评价机制。组织营造氛围,同时也要建立健全评价机制。完善教师公民行为激励机制。注重引导教师发挥积极主动性。学校要结合有关部门进行工作分析和职务说明书完善的工作,结合过程型的激励理论对学校进行重新规划,主要以激发教师才智,提高教师的工作满意度、组织承诺与工作投入,使教师关注角色内的职业挑战性与角色外的成就感。营造民主和谐的组织文化学校要营造良好的组织氛围,使教师在学习型组织建设中满足不同程度的需要。
[Abstract]:Under the framework of modern school system, teachers often show the initiative behavior which transcends the formal rules and regulations of the school, which is not included in the evaluation system and has no evaluation criteria, but also carries out the basic educational contents of the school. Because the school management factor is in the blank time to the "elementary school teacher citizen behavior" performance, causes the teacher to teacher's citizen behavior consciousness fuzzy. Through literature review, it is found that there are more researches on teachers' organizational citizenship behavior at present, but there is no research on teachers' citizenship behavior. In this study, 200 teachers from Chao and Han elementary schools in Yanji city were selected as the research objects, and the questionnaire survey and interview method were used. In this study, a total of 200 questionnaires were distributed to the teachers of Yanji primary school, and 189 effective questionnaires were collected. The effective rate is 94. 5%. In order to better understand the current situation of primary school teachers' citizenship behavior and its management, 5 teachers and 2 principals were interviewed, and the situation of primary school teachers' citizenship behavior was deeply understood, which provided an effective guarantee for the development of this study. The main contents are as follows: the general development state of primary school teachers' citizenship behavior, the analysis of the influence of school management factors on primary school teachers' citizenship behavior, the influence of school management factors on primary school teachers' citizenship behavior; Through the analysis and discussion of the results of the investigation, the conclusion is as follows: the questionnaire filling situation of the whole sample is statistically analyzed in this study. The conclusions are as follows: the overall level of development of primary school teachers' citizenship behavior is at a good level, primary school teachers' civilization convention advocates the best behavior, primary school teachers' environmental protection behavior development level is the worst. School management factors have a significant impact on the overall development level of primary school teachers' citizenship behavior. There is a significant positive correlation between the dimensions of primary school teachers' citizenship behavior and academic qualifications and professional titles, and there are some differences between the dimensions and gender. It is found that the civic behavior of primary school teachers is influenced by teacher management and student education management. Among them, school leaders make rules and regulations on teachers' citizenship behavior, annual assessment, primary school teachers' education to students. Class culture construction and other factors have a great impact on the development of civil behavior of primary school teachers. Based on the above research, this paper puts forward the following suggestions: to establish a teacher citizenship behavior evaluation mechanism. The organization creates the atmosphere, also wants to establish the sound appraisal mechanism. We will improve the incentive mechanism for teachers' civic behavior. Pay attention to guide teachers to play active and initiative. The school should combine the work analysis and job description of the relevant departments with the work of perfecting the job description, and replan the school in combination with the process-based incentive theory, mainly in order to stimulate teachers' intelligence and improve teachers' job satisfaction. Organizational commitment and work commitment to make teachers focus on the role of professional challenges and a sense of achievement outside the role. To build a democratic and harmonious school of organizational culture, we should create a good organizational atmosphere so that teachers can meet the needs of different degrees in the construction of learning organizations.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G625.1

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