中职教师主观幸福感、教育方式与工作绩效的关系研究

发布时间：2019-05-10 18:58

【摘要】：中职院校作为职业教育的开端，承担着学生、家长和国家的重大责任。作为教育一线的中职教师群体，也就越来越受到重视。中职教师的个人工作绩效不仅能在学生的学习中体现出来，也是中职院校完成职业教育职能的必要保证。积极心理学的兴起，让人们更加看重心理资本对于工作绩效的影响。中职教师的主观幸福感，即中职教师个人依据自定的标准对其生活质量的整体的评价，对于中职教师的工作绩效有怎么样的影响需要进一步的探究。以往研究认为，教师的教育方式对于学生的全面发展有着不容忽视的影响，对于中职学生这一特殊群体，中职教师采用的教育方式是怎样的，而这些教育方式又是否会影响工作绩效呢，这也是我们要进一步研究的方向。本研究选用Campbell编制的《主观幸福感指数量表》、申继亮等人编制的《中学教师教育方式量表》和钟燕编制的教师工作绩效量表，对河北省承德市200名中职教师进行了问卷调查，运用SPSS17.0对数据进行分析，其结论如下： (1)中职教师的主观幸福感整体状态处于中上等水平；中职教师倾向选择民主性教育方式和专制性教育方式；中职教师的工作绩效总体得分较高。 (2)从性别的角度看，女性中职教师的情感指数、生活满意度指数和幸福指数都显著高于男性中职教师；从中职教师的教龄来看，26年教龄以上的中职教师在生活满意度和幸福指数上都显著高于1-5年教龄的中职教师与6-15年的中职教师。 (3)与女性中职教师相比，男性中职教师更倾向于使用专制性教育方式；与理科中职教师相比，文科中职教师更易采用民主性教育方式；与16-25年、26年教龄以上的中职教师相比，6-15年教龄的中职教师更倾向采用民主性教育方式，同时也更不倾向采用放任性教育方式。 (4)从性别角度看，女性中职教师的关系绩效和工作绩效的得分均显著高于男性中职教师；从是否担任班主任工作的角度看，担任班主任工如何战胜学习困难职教师在关系绩效的得分上显著低于不担任班主任工作的中职教师；从中职教师的教龄角度看，教龄在26年以上的中职教师的关系绩效、任务绩效和工作绩效都高于教龄为1-5年，，6-15年和16-25年的中职教师。 (5)中职教师的主观幸福感与工作绩效呈显著相关；从回归分析中也可以看出情感指数和生活满意度这两个因子可以作为中职教师工作绩效的有效预测指标。 (6)中职教师专制性教育方式与民主性教育方式与工作绩效呈显著正相关，是工作绩效的有效预测变量。具体来说，中职教师专制性教育方式与关系绩效呈显著负相关，与任务绩效和工作绩效呈显著正相关；中职教师民主性教育方式与关系绩效、任务绩效和工作绩效总得分均呈现显著的正相关。
[Abstract]:As the beginning of vocational education, secondary vocational colleges bear the great responsibility of students, parents and the state. As a front-line of education, the secondary vocational school teachers group, has been paid more and more attention. The personal work performance of secondary vocational teachers can not only be reflected in the study of students, but also the necessary guarantee for secondary vocational colleges to complete the function of vocational education. The rise of positive psychology makes people pay more attention to the influence of psychological capital on job performance. The subjective well-being of secondary vocational teachers, that is, the overall evaluation of the quality of life of secondary vocational teachers according to their own standards, needs to be further explored. Previous studies have held that the way of teachers' education has an impact on the all-round development of students. For the special group of secondary vocational students, what is the way of education adopted by secondary vocational teachers? And whether these educational methods will affect job performance, which is also the direction of further study. In this study, 200 secondary vocational teachers in Chengde City, Hebei Province were investigated by using the quantitative scale of subjective Happiness Index compiled by Campbell, the Middle School teacher Education style scale compiled by Shen Jiliang et al. And the teacher performance scale compiled by Zhong Yan. Using SPSS17.0 to analyze the data, the conclusions are as follows: (1) the overall state of subjective well-being of secondary vocational teachers is in the upper and middle level; Secondary vocational teachers tend to choose democratic education and exclusive education, and the overall score of work performance of secondary vocational teachers is higher. (2) from the perspective of gender, the emotional index, life satisfaction index and happiness index of female secondary vocational teachers are significantly higher than those of male secondary vocational teachers; From the point of view of the teaching age of secondary vocational teachers, the life satisfaction and happiness index of secondary vocational teachers over 26 years old is significantly higher than that of secondary vocational teachers with 5 years of teaching age and 6-15 years of secondary vocational teachers. (3) compared with female secondary vocational teachers, male secondary vocational teachers are more likely to use exclusive education, and liberal arts secondary vocational teachers are more likely to adopt democratic education than science secondary vocational teachers. Compared with the secondary vocational teachers over 26 years old in 16-25 years, the secondary vocational teachers who are 6 years old and 15 years old are more inclined to adopt democratic education, but also less inclined to adopt laissez-faire education. (4) from the gender point of view, the scores of relationship performance and job performance of female secondary vocational teachers are significantly higher than those of male secondary vocational teachers. From the point of view of whether or not to work as head teacher, the score of relationship performance of teachers who work as head teacher to overcome learning difficulties is significantly lower than that of middle vocational teachers who do not work as head teacher. From the point of view of the teaching age of secondary vocational teachers, the relationship performance, task performance and work performance of secondary vocational teachers with teaching age of more than 26 years are higher than those of secondary vocational teachers with teaching ages of 1-5 years, 6-15 years and 16-25 years. (5) the subjective well-being of secondary vocational teachers is significantly correlated with job performance, and it can also be seen from regression analysis that emotional index and life satisfaction can be used as effective predictors of job performance of secondary vocational teachers. (6) there is a significant positive correlation between the exclusive education mode of secondary vocational teachers and the democratic education mode and job performance, which is an effective predictive variable of job performance. Specifically speaking, the specific education style of secondary vocational teachers has a significant negative correlation with the relationship performance, and a significant positive correlation with the task performance and the work performance; There was a significant positive correlation between the democratic education style of secondary vocational school teachers and relationship performance, task performance and total job performance.
【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】