中小学教师课堂印象管理策略问卷的编制及应用

发布时间：2018-11-02 09:19

【摘要】：教师的道德观、人生观、价值观和行为举止等都会在课堂教学中深深地影响到学生的社会化形象的建构和身心的健康成长。开展教师印象管理的研究,对于丰富我国在印象管理方面的理论研究、提高教师的教学水平和促进教育事业的发展都是十分有意义的。但从现有研究文献看,国内有关教师的印象管理研究只局限于理论探讨,且缺乏相应的研究工具,因此,本研究以我国的文化教育为背景,编制了中小学印象管理策略问卷,对当前中小学教师这一群体的课堂印象管理策略的使用现状进行调查并探讨了中小学教师课堂印象管理策略与部分影响因素的关系。本研究包括两个部分：一是研究工具的编制及修订,即在文献综述、访谈、问卷调查及专家评价的基础上,初步确定了中小学教师课堂印象管理策略的一般模型,形成了中小学教师课堂印象管理策略预测问卷。然后利用所编写的预测问卷和现有的自尊、自我监控及内在外在心理控制源问卷进行预测,通过对预测问卷进行项目分析、内部一致性分析和探索性因素分析,最终形成了正式问卷。是中小学教师课堂印象管理策略及其影响因素的研究,通过对正式问卷所得数据进行验证性因素分析、信效度分析、相关分析、方差分析和t检验,探讨了自尊、自我监控和控制点对中小学教师课堂印象管理策略的预测作用,并分析了人口学变量对中小学教师课堂印象管理策略的影响。本研究主要得出以下结论： (1)本研究自编的中小学教师课堂印象管理策略问卷具有良好的信效度,并验证了本研究提出的中小学教师课堂印象管理策略模型。问卷共包括6个维度24个项目,其中威慑有5个项目,示好、自我提升、自树榜样和事先声明均有4个项目,恳求有3个项目。 (2)中小学教师课堂印象管理策略在年龄、学历、学校类别和教龄上存在差异,但在性别上差异不显著。 (3)中小学教师的自尊和自我监控对其课堂印象管理策略有正向预测作用。而控制点对中小学教师课堂印象管理策略有负向预测作用,同时自尊、自我监控和控制点都会影响到教师对具体课堂印象管理策略的使用。
[Abstract]:Teachers' moral outlook, outlook on life, values and behavior will deeply affect the construction of students' socialized image and the healthy growth of body and mind in classroom teaching. It is of great significance to carry out the research on teacher impression management to enrich the theoretical research on impression management, to improve teachers' teaching level and to promote the development of education. However, from the existing research literature, the domestic research on teachers' impression management is limited to theoretical research, and lack of corresponding research tools. Therefore, this study based on the cultural education in China, compiled the impression management strategy questionnaire for primary and secondary schools. The present situation of classroom impression management strategies of primary and secondary school teachers is investigated and the relationship between classroom impression management strategies and some influential factors is discussed. This research includes two parts: the first is the compilation and revision of the research tools, that is, on the basis of literature review, interviews, questionnaires and expert evaluation, the general model of classroom impression management strategy for primary and secondary school teachers is preliminarily determined. A questionnaire for predicting classroom impression management strategies of primary and secondary school teachers was formed. Then using the prediction questionnaire and the existing self-esteem, self-monitoring and internal and external locus of control questionnaire to predict, through the prediction questionnaire project analysis, internal consistency analysis and exploratory factor analysis. Finally, a formal questionnaire was formed. It is a study of classroom impression management strategy and its influencing factors of primary and middle school teachers. By means of confirmatory factor analysis, reliability and validity analysis, correlation analysis, variance analysis and t test, self-esteem is discussed. The effect of self-monitoring and control points on the classroom impression management strategies of primary and secondary school teachers is analyzed, and the influence of demographic variables on classroom impression management strategies of primary and secondary school teachers is analyzed. The main conclusions of this study are as follows: (1) the questionnaire of classroom impression management strategy of primary and secondary school teachers has good reliability and validity, and it verifies the model of classroom impression management strategy of primary and middle school teachers. The questionnaire includes 24 items of 6 dimensions, including 5 items of deterrence, 4 items of self-improvement, 4 items of self-model and advance statement, and 3 items of solicitation. (2) the classroom impression management strategies of primary and middle school teachers are different in age, educational background, school type and teaching life, but there is no significant difference in gender. (3) the teachers' self-esteem and self-monitoring have positive predictive effect on their classroom impression management strategies. Control points have a negative predictive effect on classroom impression management strategies of primary and secondary school teachers. Meanwhile, self-esteem, self-monitoring and control points will affect teachers' use of classroom impression management strategies.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G441

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