社会支持对幼儿教师教学效能感的影响研究

发布时间：2018-07-07 23:36

本文选题：社会支持 + 幼儿教师　；参考：《西南大学》2007年硕士论文

【摘要】： 教学效能感是教师对教育作用的认识和对自己在教学活动中能否有效地完成教学工作、实现教学目标的一种能力的主观判断与信念。教学效能感的形成受许多因素的影响，其中，社会支持是不可或缺的因素。本研究旨在考察幼儿教师的社会支持现状及其社会支持对幼儿教师教学效能感的影响路径，为进一步优化幼儿教师的成长环境，提高幼儿教师的教学效能感，促进幼儿教师的专业发展，，增强幼儿教师的心理健康提供理论依据。本研究以探讨幼儿教师的社会支持现状以及社会支持对幼儿教师教学效能感的影响路径为目的，在已有文献分析和对幼儿教师进行访谈的基础上，自编《幼儿教师社会支持与教学效能感问卷》。采取分层抽样和整群抽样相结合的方法，对重庆、太原、武汉、长沙、北京地区约400名幼儿教师进行问卷研究。本研究的主要结论如下： (1)大多数幼儿教师的总体社会支持处于中等偏上水平，但仍有部分幼儿教师的社会支持水平偏低。在社会支持的各维度上，以情绪性支持水平最高，物质性支持水平最低。 (2)已婚与未婚幼儿教师的总体社会支持差异不显著。仅在陪伴性支持维度上存在显著差异，已婚幼儿教师的陪伴性支持水平较高。 (3)不同文化程度的幼儿教师在总体社会支持、情绪性支持、信息性支持、陪伴性支持上存在显著差异。本科学历的幼儿教师其总体社会支持、情绪性支持、信息性支持水平高于中专、大专学历的教师；中专学历幼儿教师的陪伴性支持水平低于大专、本科学历教师。 (4)不同职称的幼儿教师在总体社会支持、物质性支持、尊重性支持、情绪性支持上没有显薯差异。在信息性支持上，小教二级教师显著优于未评职称教师、小教一级教师；在陪伴性支持方面，小教高级教师最高。 (5)不同月收入水平的幼儿教师在总体社会支持和其他各因子上均存在极其显著的差异。月收入水平越高，幼儿教师的各类支持水平和总体的社会支持水平也越高。 (6)不同园所级别的幼儿园教师在总体社会支持水平上不存在显著差异，仅在信息性支持方面，一级幼儿园教师显著优于二级幼儿园教师。 (7)幼儿教师的社会支持与教学效能感呈中等程度的正相关，高、低支持组的幼儿教师其总体教学效能感水平及各因子均存在极其显著的差异。 (8)社会支持对幼儿教师教学效能感水平具有显著预测作用。其中，情绪性支持对一般教学效能感有直接影响；情绪性支持、尊重性支持和陪伴性支持对个人教学效能感有直接影响。
[Abstract]:The sense of teaching efficacy is the subjective judgment and belief of teachers' understanding of the role of education and whether they can effectively complete the teaching work and achieve the teaching goals in teaching activities. The formation of teaching efficacy is influenced by many factors, among which social support is an indispensable factor. The purpose of this study is to investigate the current situation of preschool teachers' social support and the influence of social support on teachers' sense of teaching efficacy, in order to further optimize the environment of preschool teachers' growth and improve their sense of teaching efficacy. To promote the professional development of preschool teachers, to enhance the mental health of preschool teachers to provide theoretical basis. The purpose of this study is to explore the current situation of preschool teachers' social support and the influence of social support on teachers' sense of teaching efficacy, on the basis of literature analysis and interviews with preschool teachers. The questionnaire of Social support and Teaching efficacy of Preschool Teachers. Using stratified sampling and cluster sampling, about 400 preschool teachers in Chongqing, Taiyuan, Wuhan, Changsha and Beijing were investigated. The main conclusions of this study are as follows: (1) the overall social support of most preschool teachers is in the upper middle level, but there are still some children teachers' social support level is on the low side. In each dimension of social support, emotional support level is the highest and material support level is the lowest. (2) there is no significant difference between married and unmarried preschool teachers in overall social support. There were significant differences only in the dimension of accompanying support, and married preschool teachers had a higher level of accompanying support. (3) the overall social support and emotional support of kindergarten teachers with different education levels were significant. There are significant differences in information support and accompanying support. The overall social support, emotional support and information support level of preschool teachers with undergraduate degree are higher than those with technical secondary school and junior college degree, and the accompanying support level of preschool teachers with technical secondary school degree is lower than that of junior college. (4) there was no significant difference in overall social support, material support, respect support and emotional support among teachers with different titles. In terms of information support, the secondary teachers of primary education are significantly better than teachers of unrated titles and primary teachers of primary education, and in the aspect of accompanying support, (5) there are significant differences in total social support and other factors among preschool teachers with different monthly income levels. The higher the monthly income level, The support level of kindergarten teachers and the overall social support level are also higher. (6) there is no significant difference in the overall social support level among kindergarten teachers of different kindergarten levels. Only in the aspect of information support, the first-level kindergarten teachers were significantly better than the second-level kindergarten teachers. (7) the social support of kindergarten teachers was positively correlated with the sense of teaching efficacy, and was high. In the low support group, there are significant differences in the overall teaching efficacy level and all factors. (8) Social support has a significant predictive effect on the teaching efficacy level of preschool teachers. Among them, emotional support has a direct impact on general teaching efficacy, emotional support, respectful support and accompanying support have a direct impact on personal teaching efficacy.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G615

【引证文献】