中职教师职业倦怠与教学效能感的现状及其关系研究

发布时间：2018-02-16 17:21

本文关键词： 职业倦怠教学效能感中职教师　出处：《天津师范大学》2013年硕士论文　论文类型：学位论文

【摘要】：本研究运用王芳、许燕编制的《中小学教师职业倦怠量表》和俞国良等人修订的《教师教学效能感问卷》,对天津市四所中职的217名教师进行了调查。试图揭示中职教师的职业倦怠和教学效能感随性别、教龄、职称、班主任工作年限以及授课类别的变化而改变的特点,并进一步探索中职教师的职业倦怠与教学效能感的关系。进而为教育管理、决策咨询提供数据支持。研究结果表明： ①性别对职业倦怠中的认知枯竭维度有影响,对其它三个维度无影响；女教师的认知枯竭高于男教师；不同性别教师的教学效能感不存在显著差异。 ②不同教龄的教师在情绪枯竭、个人成就感及一般教学效能感维度上存在显著差异；教龄为21-25年的教师其情绪枯竭最严重,教龄越长的教师其个人成就感越强。 ③不同职称类别的教师在情绪枯竭、非人性化、个人成就感、认知枯竭及个人教学效能感维度上存在显著差异；中学一级教师的职业倦怠最严重,教学效能感得分最低。 ④不同班主任工作总年限的教师的情绪枯竭、个人成就感、认知枯竭及个人教学效能感维度上存在显著差异；随着班主任工作年限的增长其情绪枯竭、个人成就感和个人教学效能感也呈现上升趋势。 ⑤专业课教师比基础课教师更容易出现职业倦怠,教学效能感更差。 ⑥个人教学效能感与情绪枯竭、非人性化、个人成就感和认知枯竭之间存在着显著相关；一般教学效能感与情绪枯竭、非人性化和个人成就感之间存在着显著相关。 ⑦一般教学效能感对情绪枯竭、非人性化两个维度有较好的预测作用；个人教学效能感对情绪枯竭、非人性化、个人成就感、认知枯竭四个维度有较好的预测作用。根据数据分析提出了相关的改善意见,希望能够缓解中职教师职业倦怠,提高教学效能感。
[Abstract]:Wang Fang was used in this study. Xu Yan's Job Burnout scale for Primary and Middle School Teachers and Yu Guoliang's revised questionnaire for Teachers' Teaching efficacy were investigated among 217 teachers in four secondary vocational schools in Tianjin. This paper attempts to reveal the burnout of teachers in secondary vocational schools. And teaching efficacy with gender, The characteristics of teaching age, professional title, class teacher's working years and teaching type are changed, and the relationship between burnout and teaching efficacy of secondary vocational school teachers is further explored, thus providing data support for educational management and decision-making consultation. The results show that:. 1 gender had influence on the dimension of cognitive exhaustion in job burnout, but had no effect on the other three dimensions; female teachers had higher cognitive exhaustion than male teachers; there was no significant difference in teaching efficacy of teachers of different sexes. (2) there were significant differences in the dimensions of emotional exhaustion, personal accomplishment and general teaching efficacy among teachers of different teaching years, and the teachers with 21-25 years of teaching experience had the most severe emotional exhaustion, and the teachers with longer teaching years had stronger personal accomplishment. (3) there were significant differences in the dimensions of emotional exhaustion, dehumanization, personal accomplishment, cognitive exhaustion and personal teaching efficacy among teachers of different professional titles, and the teachers of middle school had the most serious job burnout and the lowest score of teaching efficacy. (4) there were significant differences in the dimensions of emotional exhaustion, personal accomplishment, cognitive exhaustion and personal teaching efficacy among teachers with different class teachers' total years of work. Personal achievement and personal teaching efficacy also show an upward trend. 5 Professional teachers are more prone to job burnout and worse teaching efficacy than basic course teachers. 6 there is a significant correlation between personal teaching efficacy and emotional exhaustion, dehumanization, personal accomplishment and cognitive exhaustion, and between general teaching efficacy and emotional exhaustion, dehumanization and personal accomplishment. (7) General teaching efficacy can predict emotional exhaustion and dehumanization, and personal teaching efficacy can predict emotional exhaustion, dehumanization, personal accomplishment and cognitive exhaustion. According to the data analysis, the author puts forward some suggestions to improve the teachers' job burnout and improve their teaching efficacy.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G715.1

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