幼儿教师工作压力源与自我效能感的关系研究
发布时间：2018-09-01 13:29
【摘要】： 幼儿教师的自我效能感是影响教学质量的核心变量之一,是提高幼儿教师素质和教学能力的关键要素,是近年来关于教师教育的热点问题之一。 此外,随着全球教育改革热潮的到来,教师成为社会各界关注的对象。其中幼儿教师和其他教师一样是工作压力高发人群,他们无论在工作压力,还是社会负担方面,都非常沉重。且与国外教师相比,国内教师还面临着竞岗竞聘的生存挑战,以致幼儿教师的心理疾病,职业倦怠,工作无力感和无助感问题相当普遍。 本研究通过考察幼儿教师的工作压力源及自我效能感现状,试图探讨二者的相关关系,并确定工作压力源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,提高幼儿教师的自我效能,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。 在查阅国内外大量文献资料和对幼儿教师进行访谈的基础上,自编幼儿教师自我效能感问卷,并选取刘力全编制的幼儿教师工作压力源问卷作为研究工具,在山西省采取分层随机抽样的方式选取各类幼儿园共10所作为样本园。并对这些问卷在所选样本的信效度进行了检验,证明它们适用于来自山西的各类幼儿园的590名幼儿教师所组成的样本。然后使用spss13.0软件进行统计分析。结果如下: 1.本研究编制的幼儿教师自我效能感问卷具有良好的信度和效度,可以作为幼儿教师自我效能感的测量工具。 2.幼儿教师工作压力源与幼儿教师自我效能均存在显著负相关。 3.幼儿教师工作压力源是幼儿教师自我效能感的主要预测变量。 根据调查结果及幼儿教师的工作实际,从社会、学校和教师个人三个角度提出以下对策和建议: 1.优化幼儿教师工作内在和外在环境。提高幼儿教师的待遇和社会地位,构建幼儿教师心理健康的社会支持系统。 2.加强幼儿教师心理素质和心理健康教育。使幼儿教师产生角色认同,学会存教育活动和日常活动中能够真实地感受情绪并恰如其分地控制情绪。 3.促进幼儿教师学会自我心理调节。学会正确认识工作压力,并建立积极的心理防御机制。
[Abstract]:The self-efficacy of preschool teachers is one of the core variables that affect the quality of teaching. It is the key factor to improve the quality and teaching ability of preschool teachers, and it is one of the hot issues about teacher education in recent years. In addition, with the advent of global education reform, teachers have become the focus of attention. Preschool teachers, like other teachers, have a high incidence of job stress, both in terms of work pressure and social burden. Compared with foreign teachers, domestic teachers also face the challenge of competing for posts, which leads to the common problems of mental illness, job burnout, job powerlessness and helplessness of preschool teachers. By investigating the current situation of working stressors and self-efficacy of preschool teachers, this study attempts to explore the correlation between the two and determine the influence of working stressors on teachers' teaching efficacy. In order to further optimize the growth environment of preschool teachers, improve the self-efficacy of preschool teachers, promote the professional development of preschool teachers, and enhance the mental health of preschool teachers, the theoretical basis is provided. On the basis of consulting a great deal of literature at home and abroad and interviewing preschool teachers, the self-designed questionnaire of preschool teachers' self-efficacy is designed, and Liu Liquan's questionnaire on working stressors of preschool teachers is selected as the research tool. In Shanxi Province, 10 kindergartens were selected as sample gardens by stratified random sampling. The reliability and validity of these questionnaires in the selected samples were tested and proved to be applicable to the samples of 590 kindergarten teachers from Shanxi province. Then use spss13.0 software for statistical analysis. The results are as follows: 1. The questionnaire has good reliability and validity and can be used as a tool to measure the self-efficacy of preschool teachers. 2. There was a significant negative correlation between working stressors and teachers' self-efficacy. 3. The work stressors of preschool teachers are the main predictors of teachers' self-efficacy. According to the results of the investigation and the actual work of preschool teachers, the following countermeasures and suggestions are put forward from the three angles of society, schools and teachers: 1. Optimize the internal and external environment of preschool teachers' work. Improve the treatment and social status of preschool teachers, and build a social support system for mental health of preschool teachers. 2. Strengthen the psychological quality and mental health education of preschool teachers. Make the teacher have the role identity, learn to store the education activity and the daily activity can feel the emotion truly and control the emotion appropriately. 3. To promote preschool teachers to learn self-regulation. Learn to correctly understand job stress and establish positive psychological defense mechanisms.
【学位授予单位】：山西大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G615
本文编号：2217350
[Abstract]:The self-efficacy of preschool teachers is one of the core variables that affect the quality of teaching. It is the key factor to improve the quality and teaching ability of preschool teachers, and it is one of the hot issues about teacher education in recent years. In addition, with the advent of global education reform, teachers have become the focus of attention. Preschool teachers, like other teachers, have a high incidence of job stress, both in terms of work pressure and social burden. Compared with foreign teachers, domestic teachers also face the challenge of competing for posts, which leads to the common problems of mental illness, job burnout, job powerlessness and helplessness of preschool teachers. By investigating the current situation of working stressors and self-efficacy of preschool teachers, this study attempts to explore the correlation between the two and determine the influence of working stressors on teachers' teaching efficacy. In order to further optimize the growth environment of preschool teachers, improve the self-efficacy of preschool teachers, promote the professional development of preschool teachers, and enhance the mental health of preschool teachers, the theoretical basis is provided. On the basis of consulting a great deal of literature at home and abroad and interviewing preschool teachers, the self-designed questionnaire of preschool teachers' self-efficacy is designed, and Liu Liquan's questionnaire on working stressors of preschool teachers is selected as the research tool. In Shanxi Province, 10 kindergartens were selected as sample gardens by stratified random sampling. The reliability and validity of these questionnaires in the selected samples were tested and proved to be applicable to the samples of 590 kindergarten teachers from Shanxi province. Then use spss13.0 software for statistical analysis. The results are as follows: 1. The questionnaire has good reliability and validity and can be used as a tool to measure the self-efficacy of preschool teachers. 2. There was a significant negative correlation between working stressors and teachers' self-efficacy. 3. The work stressors of preschool teachers are the main predictors of teachers' self-efficacy. According to the results of the investigation and the actual work of preschool teachers, the following countermeasures and suggestions are put forward from the three angles of society, schools and teachers: 1. Optimize the internal and external environment of preschool teachers' work. Improve the treatment and social status of preschool teachers, and build a social support system for mental health of preschool teachers. 2. Strengthen the psychological quality and mental health education of preschool teachers. Make the teacher have the role identity, learn to store the education activity and the daily activity can feel the emotion truly and control the emotion appropriately. 3. To promote preschool teachers to learn self-regulation. Learn to correctly understand job stress and establish positive psychological defense mechanisms.
【学位授予单位】：山西大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G615
【引证文献】
相关硕士学位论文 前2条
1 李敏;南京市G区幼儿教师工作压力与工作满意度的调查研究[D];南京师范大学;2011年
2 莫彦芝;长沙市公务员工作压力、自我效能感与职业倦怠的关系研究[D];湖南师范大学;2012年
，本文编号：2217350
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