幼儿教师心理契约问卷的编制及应用

发布时间：2018-02-13 03:11

本文关键词： 幼儿教师心理契约问卷编制　出处：《浙江师范大学》2010年硕士论文　论文类型：学位论文

【摘要】： 幼儿教师心理契约是指幼儿教师对于自己与幼儿园之间相互责任与义务的信念系统,它包括两个方面的内容：幼儿教师所认知的“幼儿园对幼儿教师的责任”和“幼儿教师对幼儿园的责任”。相比经济契约来说,心理契约的内容虽然大多以模糊性和隐含性为特点,但它同样是影响幼儿教师对幼儿园的态度和行为的决定因素,因而是幼儿园管理的重要理论依据。研究目的：(1)编制具有较高信度和效度的幼儿教师心理契约问卷；(2)探讨幼儿教师心理契约的内容和结构；(3)探讨幼儿教师心理契约的内部关系；(4)分析幼儿教师个人背景特征和幼儿园的背景特征在心理契约上是否有显著性差异。研究步骤：(1)本研究根据文献综述、访谈和开放式问卷调查的结果,编制了幼儿教师心理契约项目,然后邀请心理学专家、幼儿教师、学前教育专业和心理学专业的研究生对每个维度和项目进行详细评估,从而形成了幼儿教师心理契约的原始问卷；(2)在预研究中,根据探索性因素分析的结果,抽取了三个因素,即规范责任、发展责任、人际责任,结构清晰,符合理论构想,可以作为幼儿教师心理契约的测评工具；(3)在正式研究中,用另外一批被试对问卷进行了信效度分析,研究结果显示本问卷的信效度良好；(4)在应用研究中,根据正式施测的数据,对浙江省幼儿教师心理契约的现状进行了研究,分析了幼儿教师心理契约在主要人口统计学变量上的差异和幼儿教师心理契约的内部关系。研究结论：(1)幼儿教师心理契约包括幼儿园责任和幼儿教师责任两方面,均由三个因素组成,它们分别是规范责任、发展责任和人际责任；(2)幼儿教师心理契约问卷结构合理,信效度良好,既符合我国的社会文化背景,又符合幼儿教师的职业特点,可以作为幼儿教师心理契约的测评工具；(3)“幼儿园人际责任”对于幼儿教师责任的三个维度均有显著预测力；“幼儿园发展责任”和“幼儿教师发展责任”相互有显著预测力；“幼儿园人际责任”和“幼儿教师人际责任”相互有显著预测力；“幼儿园发展责任”对于“幼儿教师规范责任”具有负向预测力；(4)浙江省幼儿教师心理契约在年龄、园龄、学历、职称、年收入、幼儿园类型和劳动关系类型这7个人口统计学变量上存在显著差异,而在幼儿园等级、婚姻状况2个人口统计学变量上没有显著差异。
[Abstract]:Preschool teachers' psychological contract refers to their belief system of mutual responsibility and obligation between themselves and kindergarten. It includes two aspects: "responsibility of kindergarten to kindergarten teachers" and "responsibility of kindergarten teachers to kindergarten" as recognized by kindergarten teachers. Although the content of psychological contract is mostly characterized by fuzziness and implicature, it is also the decisive factor that affects the attitude and behavior of kindergarten teachers, so it is the important theoretical basis of kindergarten management. Objective: (1) to develop a questionnaire on preschool teachers' psychological contract with high reliability and validity. (2) to explore the content and structure of preschool teachers' psychological contract. 3) to explore the internal relationship of preschool teachers' psychological contract. 4) to analyze the individual of preschool teachers. Whether there are significant differences between the background features and the background features in the psychological contract. Based on the results of literature review, interviews and open questionnaires, this study developed a psychological contract project for preschool teachers, and then invited psychology experts, preschool teachers, The graduate students majoring in preschool education and psychology made a detailed evaluation of each dimension and project, thus forming the original questionnaire of preschool teachers' psychological contract. (2) in the pre-study, according to the results of exploratory factor analysis, three factors were extracted. That is, normative responsibility, development responsibility, interpersonal responsibility, clear structure, consistent with the theoretical concept, can be used as a child teacher psychological contract assessment tools in the formal study, using another group of subjects to analyze the reliability and validity of the questionnaire. The results show that the reliability and validity of this questionnaire are good. This paper analyzes the differences of preschool teachers' psychological contract in the main demographic variables and the internal relationship of preschool teachers' psychological contract. Conclusion: 1) the psychological contract of preschool teachers includes kindergarten responsibility and kindergarten teacher responsibility, which are composed of three factors: normative responsibility, development responsibility and interpersonal responsibility. 2) the structure of preschool teachers' psychological contract questionnaire is reasonable. The reliability and validity are good, which not only accord with the social and cultural background of our country, but also accord with the professional characteristics of preschool teachers. "interpersonal responsibility of kindergarten" has significant predictive power to the three dimensions of kindergarten teachers' responsibility, and "responsibility for kindergarten development" and "responsibility for early childhood teachers' development" show each other. Predictive power; "interpersonal responsibility of kindergarten" and "interpersonal responsibility of preschool teachers" have significant predictive power; "responsibility for kindergarten development" has negative predictive power for "normative responsibility of kindergarten teachers"; (4) Psychological contract of preschool teachers in Zhejiang Province is in age. There were significant differences in the seven demographic variables of kindergarten age, educational background, professional title, annual income, kindergarten type and labor relationship type, but there was no significant difference in the two demographic variables of kindergarten level and marital status.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G615

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