中专学校教师工作满意度研究

发布时间：2018-03-07 17:03

本文选题：中专教师　切入点：工作满意度　出处：《河北师范大学》2013年硕士论文　论文类型：学位论文

【摘要】：改革开放以来，国家不断的对中专教育进行改革，但中专教育依然存在着许多问题，其中中专教育改革和发展的需要与教师队伍的现状不相适应的矛盾还比较显著。尤其是在对中专教师的管理工作上面，比如，对教师的工作满意度的管理与提高，建立的相关激励措施等。而职业教育的改革发展及技术型人才是经济得以更好发展的有力支撑。因此如何建立一支“数量多、素质高、专业强化、结构优化、工作积极性高”的中专教师队伍，，为社会经济的发展培养技术型、技能型的优质人才突显的更加迫切。我们可以看出，中专学校在中等教育中的特殊地位，且少有人研究中专学校教师的工作满意度，故而，本研究选取“中专学校教师”作为研究对象，研究中专学校教师的工作满意度。笔者决定采用实证方法，并在借鉴了相关激励理论的基础上，对中专学校的教师进行相关的调查，希冀能在此基础上提炼和归纳出影响中专教师的工作积极性的激励因素，并能够探索出适合中专学校教师的激励措施，期望能够为丰富拓展该领域的研究尽自己的微薄之力，同时也期望能够为中专学校在管理中如何不断提升教师的教育管理工作提供一些有益的帮助。本研究结论如下：总的来看，中专学校教师被试的工作满意度处于中等略偏上水平，由此可以认为，中专学校教师被试的总体工作满意度及其各个维度上的工作满意度一般。不同性别的中专学校教师被试在工作满意度及其各维度上的平均得分均不存在显著差异，表明中专学校教师被试的工作满意度不受性别的影响。不同年龄中专学校教师被试在工作满意度总得分上具有极显著差异，从具体维度上看，不同年龄中专学校教师被试在经济报酬、培训晋升、人际关系和工作本身这四个维度上的得分具有显著或极显著差异。这表明，中专学校教师被试的工作满意度总体上受年龄因素的影响。未婚教师被试和已婚教师被试在工作满意度总分没有显著差异，这表明中专学校教师被试的工作满意度在总体上不受婚姻的影响；在工作满意度的总分上，不同学历中专教师被试存在显著差异。从具体维度上看，不同学历的中专教师被试在“工作满意度”以及“经济报酬”、“领导管理”、“培训晋升”和“工作本身”这四个维度上的得分具有显著差异。在工作满意度的总分上，不同教龄的中专学校教师被试不存在显著差异。从具体维度上看，不同教龄的中专学校教师被试在培训晋升与工作本身这两个维度上的得分具有显著差异。在工作满意度的总分上，不同职称的中专学校教师被试存在极显著差异。在工作满意度的总分上，不同月实际收入的中专学校教师被试不存在显著差异。这表明，中专学校教师被试的工作满意度总体上不受月实际收入的影响。但从具体维度上看，不同月实际收入的中专学校教师被试在经济报酬和工作本身这两个维度上具有显著或极显著差异。总之，建设合理的适合中专学校教师的激励机制，能够高度调动中专学校教师工作积极性并能引导和激励教师在学校教育教学工作中的优化行为，以此来体现出对中专学校教师工作满意度的实证研究价值。
[Abstract]:Since the reform and opening up, the state has the right to reform secondary education, secondary education, but there are still many problems, which need teachers and contradictions of the status quo of secondary vocational education reform and development does not adapt is significant. Especially as above, in the secondary school teachers management work such as the management of teachers and to improve job satisfaction, establish the relevant incentive measures. The reform and development and technical personnel occupation education is a strong support to better the economic development. So how to establish a "quantity, quality, structure optimization, strengthening professional, proactive" secondary school teachers, training mode for social development economy, skilled high-quality talent to highlight more and more urgent.
We can see that the special status of secondary schools in secondary education, and few people study on secondary school teachers' job satisfaction, therefore, this study selected the "secondary school teachers" as the research object, research of secondary school teachers' job satisfaction. The author decided to adopt empirical methods, and drawing on the basis of motivation theory on the related survey of secondary school teachers, hope on the basis of refining and summed up the impact factors of incentive work enthusiasm of secondary school teachers, and to explore suitable for secondary school teachers incentive measures, expecting to enrich the research in this field to do their modest, but also expect to be able to to provide some useful help for the secondary schools in the management of how to improve the teachers' education and management work.
The conclusions of this study are as follows:
Generally speaking, the job satisfaction of teachers in secondary school is at a slightly higher level. Therefore, it can be considered that the overall job satisfaction of teachers in secondary vocational schools and their job satisfaction in various dimensions are generally.
There is no significant difference in the average scores of job satisfaction and their dimensions among secondary school teachers with different gender, indicating that job satisfaction of teachers in secondary vocational school is not affected by gender.
Secondary school teachers of different ages were significant differences in the total score of job satisfaction, judging from the specific dimensions of secondary school teachers of different ages were tested in the economic rewards, training and promotion, interpersonal relationship and job scores on the four dimensions have significant or very significant difference. This shows that the overall job satisfaction of teachers secondary school subjects by age factors.
There is no significant difference in the total score of job satisfaction between unmarried teachers and married teachers, which indicates that the job satisfaction of teachers in secondary vocational school is not affected by marriage in general.
In job satisfaction score, secondary education teachers of different subjects have significant differences. Judging from the specific dimensions of different academic subjects in the secondary school teachers "job satisfaction" and "economic compensation", "management", "promotion of training" and "work" scores on the four dimensions have significant the difference.
On the total score of job satisfaction, there is no significant difference between the teachers of secondary school teachers with different teaching ages. From the specific dimensions, the scores of secondary school teachers with different teaching age have significant differences in the two dimensions of training promotion and work itself.
In the total score of job satisfaction, there are very significant differences between teachers in secondary schools with different titles.
In job satisfaction score, different months of the actual income of the secondary school teachers were tested do not exist significant differences. This indicates that the secondary school teachers' job satisfaction were tested on the whole is not affected by the month of actual income. But judging from the specific dimensions, different months of the actual income of the secondary school teachers were tested in the economic compensation and the work itself on these two dimensions have significant or very significant difference.
In short, the construction of incentive mechanism suitable for secondary school teachers, optimizing the behavior of secondary school teachers mobilize the work enthusiasm and to inspire and guide teachers in the school education and teaching work can, in order to reflect the value of empirical research of secondary school teachers' job satisfaction.

【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G715.1

【参考文献】