中小学教师情感能力现状调查

发布时间：2018-03-03 03:35

本文选题：情感　切入点：精神卫生　出处：《中国学校卫生》2011年08期 　论文类型：期刊论文

【摘要】：目的了解中小学教师情感能力现状及其影响因素,为提高教师的心理健康水平提供依据。方法运用自编的教师情感能力问卷,对黑龙江省虎林市,上海市徐汇区和浦东区,浙江省杭州市、温州市,广东省广州市,四川省成都市、都江堰市,福建省福州市,北京市朝阳区等地的608名教师进行调查。结果教师情感能力平均值为4.92。在性别上,情感能力总体差异无统计学意义(t=-0.240,P0.05);优秀教师与一般教师的情感能力差异有统计学意义(t=3.421,P0.01);不同教龄教师情感能力差异有统计学意义(t=6.869,P0.01)。中小学教师的情感能力在职称上差异有统计学意义(F=5.777,P0.01)。结论中小学教师情感能力在教龄、职称及所获得荣誉等方面差异均有统计学意义。
[Abstract]:Objective to understand the present situation of teachers' affective ability in primary and secondary schools and its influencing factors, and to provide the basis for improving teachers' mental health. Methods the questionnaire of teachers' affective ability was used to investigate the affective ability of primary and secondary school teachers in Hulin City, Shanghai City, Xuhui District and Pudong District, Heilongjiang Province. A survey was conducted among 608 teachers from Hangzhou, Wenzhou, Guangzhou, Guangdong, Chengdu, Dujiangyan, Fujian Province, Fuzhou, Fujian Province and Chaoyang District, Beijing. Results the average emotional ability of teachers was 4.92. There was no significant difference in affective ability between excellent teachers and general teachers, there was significant difference in affective ability between excellent teachers and general teachers, and there were significant differences in affective ability among teachers of different teaching ages (P 0.01). The affective ability of primary and secondary school teachers was in professional title. Conclusion the affective ability of primary and secondary school teachers is in the teaching age. The differences in title and honor were statistically significant.
【作者单位】：南通大学教育科学学院;南京师范大学;
【基金】：江苏省教育厅高校哲学社会科学资助课题“教师情绪调节能力”(2010SJD880012)(09W026)
【分类号】：G443

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