幼儿教师角色失调、职业承诺、工作满意度关系研究

发布时间：2018-03-01 09:23

本文关键词： 幼儿教师角色失调职业承诺工作满意度　出处：《山西大学》2007年硕士论文　论文类型：学位论文

【摘要】： 教师工作满意度是关乎教师、学生和教育质量的重要问题，也是教师职业发展中客观存在的现实问题，是教师教育的重要研究内容。工作满意度的高低直接影响着教师教学工作的态度、积极性和品质。由于教师职业是角色失调的一种典型情境，角色失调对工作满意度有重要的影响，而职业承诺与工作满意度关系密切，因此，本研究以前人研究为基础，立足于本土文化，采用描述性统计、多因素方差分析和结构方程模型等统计方法，对山西省幼儿教师角色失调、职业承诺与工作满意度的现状及其相互关系进行研究，探讨角色失调对工作满意度的影响及职业承诺在其中的调节作用机制，提出从缓解角色失调、提高职业承诺的途径增进幼儿教师工作满意度的具体建议。研究结果如下 (1)山西省幼儿教师普遍具有角色失调体验，其中对角色模糊的体验要高于对角色冲突的体验。在角色模糊上，不同文化程度与幼儿园类别具有交互作用。 (2)幼儿教师的职业承诺整体水平不高，其中继续承诺最高，情感承诺、规范承诺水平较低。在职业承诺上，不同工作年限、文化程度和幼儿园类别具有显著交互作用；不同文化程度、幼儿园类别和所带年级三者具有显著交互作用。 (3)幼儿教师对自己的工作总体上满意程度较低，，其中，教师工作满意度在校长管理维度上表现得较高，在报酬维度上表现得相对较低。在工作满意度上，不同工作年限和文化程度具有交互作用；不同幼儿园类别与所带年级交互作用显著；不同工作年限、文化程度和幼儿园类别具有交互作用；不同工作年限、幼儿园类别与所带年级交互作用显著。 (4)幼儿教师角色失调与工作满意度存在显著负相关。角色模糊与工作满意度的五个维度之间的相关程度都高于角色冲突。即角色失调特别是角色模糊会导致幼儿教师产生低的工作满意度。 (5)职业承诺与工作满意度存在显著的正相关，其中工作满意度与情感承诺、规范承诺显著正相关，而与继续承诺显著负相关。即职业承诺高特别是情感承诺、规范承诺高的人比低的人更有可能对工作表示满意。 (6)角色失调与职业承诺之间显著负相关，其中角色失调与情感承诺、规范承诺呈显著负相关，而与继续承诺呈显著正相关。角色模糊和职业承诺共同决定了工作满意度的高低，二者的交互作用显著并且可以预测工作满意度。 (7)职业承诺作为教师角色失调和工作满意度之间的心理中介变量，具有调节作用。职业承诺可以缓冲角色失调给幼儿教师带来的负面影响，并且增加工作满意度。
[Abstract]:Teachers' job satisfaction is an important issue related to the quality of teachers, students and education, and it is also an objective and realistic problem in teachers' professional development. The degree of job satisfaction directly affects the attitude, enthusiasm and quality of teachers' teaching work. Role imbalance has an important impact on job satisfaction, and career commitment is closely related to job satisfaction. Therefore, previous studies in this study are based on local culture and use descriptive statistics. Multivariate ANOVA and structural equation model were used to study the current situation and the relationship between teachers' role disorder, career commitment and job satisfaction in Shanxi Province. This paper probes into the effect of role disorder on job satisfaction and the regulating mechanism of career commitment, and puts forward some concrete suggestions on how to improve job satisfaction of preschool teachers from the ways of alleviating role imbalance and enhancing professional commitment. The results are as follows. Among them, the experience of role ambiguity is higher than the experience of role conflict. In the aspect of role ambiguity, different education level has interaction with kindergarten category. 1) in Shanxi Province, teachers generally have the experience of role disorder, in which the experience of role ambiguity is higher than that of role conflict. 2) the overall level of professional commitment of preschool teachers is not high, among which continuing commitment is the highest, affective commitment is highest, and normative commitment level is low. In vocational commitment, different working years, education level and kindergarten category have significant interaction; Different education level, kindergarten category and the grade have significant interaction. Among them, teachers' job satisfaction is higher in principal management dimension, lower in reward dimension, and lower in job satisfaction. Different working years and cultural levels have interaction; different types of kindergartens have significant interaction with their grades; different working years, educational levels and kindergarten categories have interaction; different working years, different working years, different working years, different working years, different working years, different working years, different working years, different working years, The interaction between the kindergarten category and the grade was significant. (4) there is a significant negative correlation between teachers' role disorder and job satisfaction, and the correlation between the five dimensions of role ambiguity and job satisfaction is higher than that of role conflict. Teachers produce low job satisfaction. 5) there was a significant positive correlation between job commitment and job satisfaction, among which job satisfaction was positively correlated with emotional commitment, normative commitment was significantly correlated with continuing commitment, and there was a significant negative correlation between career commitment and job satisfaction, that is, high career commitment, especially affective commitment. People with high normative commitments are more likely than low to express satisfaction with their work. (6) there was a significant negative correlation between role disorder and career commitment, in which role disorder was negatively correlated with emotional commitment, normative commitment and continuing commitment. Role ambiguity and career commitment jointly determined the level of job satisfaction. The interaction between the two is significant and can predict job satisfaction. (7) Vocational commitment, as a psychological intermediary between teacher's role disorder and job satisfaction, plays a regulating role, and it can buffer the negative effect of role imbalance on preschool teachers and increase job satisfaction.
【学位授予单位】：山西大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G615

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