中小学教师学习方式及其与角色压力、工作绩效的关系

发布时间：2018-03-09 19:23

本文选题：教师学习方式　切入点：问卷编制　出处：《杭州师范大学》2011年硕士论文　论文类型：学位论文

【摘要】：随着社会发展与教育改革的不断深入,社会各界对教师角色的多重期望导致教师出现各种形式的角色压力,为了适应角色压力和职业发展的需求,多数教师选择了继续学习。学习方式作为影响教师学习和工作成效的主要因素,越来越受到学者们的关注。教师学习方式现状及其对角色压力和工作绩效影响的研究有着重要的意义。总结已有研究发现,当前多数研究主要围绕教师学习的某种单一方式,如自主学习、网络学习、教师学习共同体、反思等,对教师学习方式的研究缺乏整合性。此外,目前国内鲜见学习方式对角色压力和工作绩效影响的实证研究,且已有的相关研究结论未必能用于教师这一群体。因此,针对这些不足,本研究依据Rogers和Schugurensky对学习方式的划分标准提出教师学习方式的理论构想,在对中小学教师深度访谈和日记追踪进行内容分析的基础上,经过项目分析和信效度检验编制了中小学教师学习方式问卷,并考察教师学习方式、角色压力、工作绩效三者间的关系,也对三者在人口统计学变量上的特点进行分析。通过对812份有效调查数据的分析得出以下研究结论： (1)中小学教师学习方式由7因素构成,具体包括讲座培训、听课探讨、媒体阅读学习、与他人互动、反思、学习倾向、偶发学习。二阶验证结果表明,教师学习方式七因素可概括为正式学习、自主学习和偶发学习三个大维度。教师学习方式问卷信效度良好,可以作为实证研究的有效工具。 (2)中小学教师学习方式、角色压力、工作绩效相关显著,学习方式三维度能联合预测角色压力,角色压力与学习方式各维度能联合预测工作绩效；教师角色模糊在教师正式学习、自主学习与工作绩效间起部分中介作用,角色超载在教师正式学习与工作绩效间起部分中介作用。 (3)人口统计学变量对教师学习方式总分及各维度、角色压力总分及各维度、工作绩效总分及各维度均有不同程度的显著影响。
[Abstract]:With the deepening of social development and educational reform, the various expectations of teachers' roles from all walks of life lead to various forms of role pressure, in order to adapt to the demands of role pressure and professional development. Most teachers choose to continue learning. Learning style is the main factor affecting teachers' learning and work. It is of great significance to study the current situation of teachers' learning style and its influence on role stress and job performance. Summing up the existing studies, it is found that most of the current studies mainly focus on a single way of teacher learning, such as autonomous learning, online learning, teacher learning community, reflection, etc. Besides, there is a lack of integration in the study of teachers' learning styles. At present, there are few empirical studies on the influence of learning style on role stress and job performance in China, and the existing research conclusions may not be applied to the group of teachers. According to the criteria of Rogers and Schugurensky, this study puts forward the theoretical conception of teachers' learning style, and analyzes the contents of the in-depth interview and diary tracking of primary and secondary school teachers. Through item analysis and reliability and validity test, the questionnaire of primary and secondary school teachers' learning style is compiled, and the relationships among teachers' learning style, role pressure and job performance are investigated. The characteristics of the three factors in demographic variables are also analyzed. The following conclusions were drawn from the analysis of 812 valid survey data:. 1) the learning style of primary and secondary school teachers is composed of seven factors, including lecture training, lecture listening, media reading learning, interaction with others, introspection, learning tendency and occasional learning. The seven factors of teachers' learning style can be summed up as three dimensions: formal learning, autonomous learning and incidental learning, and the reliability and validity of teachers' learning style questionnaire is good, which can be used as an effective tool for empirical research. (2) the learning style, role pressure and job performance of primary and middle school teachers were significantly correlated, the three dimensional degree of learning style could jointly predict role stress, and all dimensions of role stress and learning style could jointly predict job performance; Teachers' role ambiguity plays a part intermediary role between teachers' formal learning, autonomous learning and work performance, and role overload plays a part intermediary role between teachers' formal learning and work performance. 3) demographic variables have significant effects on the total scores and dimensions of teachers' learning style, the total score of role stress and each dimension, the total score of job performance and each dimension.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G44

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