幼儿教师职业承诺发展特点及其影响因素分析
发布时间：2018-12-15 14:38
【摘要】： “教师职业承诺”是教师对其所从事职业的认同及其从事教学、研究的意愿。职业承诺高的人更认同和忠诚于所从事的职业，并对职业活动比较投入，不愿意变换现在的职业；而职业承诺低的人则往往厌倦所从事的职业，进而在工作中敷衍了事，，甚至消极怠工，并试图另谋其他职业。近二三十年来，国外有关教师职业承诺的研究日益丰富和成熟，而我国也在近几年对这一课题给予了越来越多的关注。 本研究自行编制了幼儿教师职业承诺的发展特点和影响因素问卷，运用问卷调查法对上海市12所不同体制幼儿园的242名幼儿教师进行了调查。通过方差分析、验证性因素分析和协方差结构模型分析，对职业承诺的发展特点及其影响因素进行了深入研究和探讨。 研究主要得出了以下结论： (1)幼儿教师职业承诺由三个因素构成，分别是情感承诺、规范承诺和继续承诺。 (2)幼儿教师职业承诺的一般特点有如下规律：总体而言，当前我国幼儿教师职业承诺的程度一般，属于中等水平。具体来看，幼儿教师的规范承诺相对较高，继续承诺相对较低，而情感承诺则介于规范承诺和继续承诺之间。 (3)幼儿教师职业承诺的发展特点呈现如下规律：总的来说，0-1年教龄组的承诺程度最高，2-5年教龄组最低，两个教龄组之间差异非常显著。在情感承诺和规范承诺上，0-1年教龄组的承诺最高。在继续承诺上，呈现出两头高，中间低的趋势。 (4)影响幼儿教师职业承诺的个体因素呈现如下规律：职务、园所级别、幼儿园性质、园所规模和工资水平是影响幼儿教师职业承诺的重要因素；而婚姻状况、学历对职业承诺则没有显著影响。 (5)影响幼儿教师职业承诺的与专业发展相关因素有如下规律： 教师合作对情感承诺和规范承诺的影响作用最大；待遇对幼儿教师职业承诺的影响居于第二位；工作满意度对承诺的各维度都有影响作用，它还起着中介的作用；研究氛围、支持氛围和个人效能感阻碍着教师的职业承诺。
[Abstract]:Teacher's professional commitment is the teacher's recognition of the profession and his will to do teaching and research. People with high career commitment are more likely to identify with and be loyal to the occupation they are engaged in, and are more committed to their professional activities and are unwilling to change their present occupation. People with low career commitment tend to get tired of what they are doing and then work perfunctorily, or even idle, and try to find other jobs. In the past twenty or thirty years, the research on teachers' professional commitment has become more and more abundant and mature in foreign countries, and our country has paid more and more attention to this subject in recent years. In this study, a questionnaire on the developmental characteristics and influencing factors of preschool teachers' professional commitment was compiled, and 242 preschool teachers in 12 kindergartens in Shanghai were investigated by using the questionnaire method. By means of variance analysis, confirmatory factor analysis and covariance structural model analysis, the development characteristics of career commitment and its influencing factors are deeply studied and discussed. The main conclusions are as follows: (1) Preschool teachers' professional commitment consists of three factors: affective commitment, normative commitment and continuing commitment. (2) the general characteristics of preschool teachers' professional commitment are as follows: generally speaking, the degree of preschool teachers' professional commitment in our country is general, which belongs to the middle level. Specifically, teachers' normative commitment is relatively high, and continuing commitment is relatively low, while emotional commitment is between normative commitment and continuing commitment. (3) the developmental characteristics of preschool teachers' professional commitment are as follows: generally speaking, the teaching age group has the highest level of commitment in 0-1 years, and the lowest in 2-5 years group, and the difference between the two teaching age groups is very significant. In terms of emotional commitment and normative commitment, 0-1 year teaching age group had the highest commitment. In continuing commitment, there is a trend of high and middle low at both ends. (4) the individual factors influencing the preschool teachers' professional commitment are as follows: position, kindergarten level, nature of kindergarten, scale of kindergarten and salary level are the important factors that affect kindergarten teachers' professional commitment; However, marital status and educational background had no significant effect on career commitment. (5) the factors related to professional development of preschool teachers' professional commitment are as follows: teacher cooperation has the greatest influence on emotional commitment and normative commitment; The effect of treatment on preschool teachers' professional commitment is the second; job satisfaction has an impact on all dimensions of commitment, it also plays an intermediary role; research atmosphere, support atmosphere and personal efficacy hinder teachers' career commitment.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G615
本文编号：2380826
[Abstract]:Teacher's professional commitment is the teacher's recognition of the profession and his will to do teaching and research. People with high career commitment are more likely to identify with and be loyal to the occupation they are engaged in, and are more committed to their professional activities and are unwilling to change their present occupation. People with low career commitment tend to get tired of what they are doing and then work perfunctorily, or even idle, and try to find other jobs. In the past twenty or thirty years, the research on teachers' professional commitment has become more and more abundant and mature in foreign countries, and our country has paid more and more attention to this subject in recent years. In this study, a questionnaire on the developmental characteristics and influencing factors of preschool teachers' professional commitment was compiled, and 242 preschool teachers in 12 kindergartens in Shanghai were investigated by using the questionnaire method. By means of variance analysis, confirmatory factor analysis and covariance structural model analysis, the development characteristics of career commitment and its influencing factors are deeply studied and discussed. The main conclusions are as follows: (1) Preschool teachers' professional commitment consists of three factors: affective commitment, normative commitment and continuing commitment. (2) the general characteristics of preschool teachers' professional commitment are as follows: generally speaking, the degree of preschool teachers' professional commitment in our country is general, which belongs to the middle level. Specifically, teachers' normative commitment is relatively high, and continuing commitment is relatively low, while emotional commitment is between normative commitment and continuing commitment. (3) the developmental characteristics of preschool teachers' professional commitment are as follows: generally speaking, the teaching age group has the highest level of commitment in 0-1 years, and the lowest in 2-5 years group, and the difference between the two teaching age groups is very significant. In terms of emotional commitment and normative commitment, 0-1 year teaching age group had the highest commitment. In continuing commitment, there is a trend of high and middle low at both ends. (4) the individual factors influencing the preschool teachers' professional commitment are as follows: position, kindergarten level, nature of kindergarten, scale of kindergarten and salary level are the important factors that affect kindergarten teachers' professional commitment; However, marital status and educational background had no significant effect on career commitment. (5) the factors related to professional development of preschool teachers' professional commitment are as follows: teacher cooperation has the greatest influence on emotional commitment and normative commitment; The effect of treatment on preschool teachers' professional commitment is the second; job satisfaction has an impact on all dimensions of commitment, it also plays an intermediary role; research atmosphere, support atmosphere and personal efficacy hinder teachers' career commitment.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G615
【引证文献】
相关期刊论文 前3条
1 陈衍;陈新宇;;国内教师职业承诺研究述评[J];安顺学院学报;2011年03期
2 缪周芬;;幼儿教师职业承诺研究进展[J];常州工学院学报(社科版);2011年01期
3 卢长娥;;幼儿教师职业承诺与离职倾向的现状及对策[J];湖南第一师范学院学报;2012年03期
相关硕士学位论文 前6条
1 陈念;湖南省高校辅导员职业承诺的研究[D];湖南农业大学;2011年
2 张一楠;幼儿教师情绪劳动及其影响因素研究[D];河南大学;2008年
3 于真真;知识型员工职业承诺及其影响因素研究[D];山东大学;2008年
4 杨帆;企业员工人格特征与职业承诺的相关研究[D];南昌大学;2010年
5 曹斌;教师组织承诺和职业承诺的现状及影响因素研究[D];东北师范大学;2010年
6 梁小静;幼儿园教师专业自主权现状及影响因素的研究[D];华东师范大学;2012年
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