幼儿教师职业倦

发布时间：2018-02-09 21:23

本文关键词： 幼儿教师教学效能感职业倦怠离职倾向　出处：《华中师范大学》2014年硕士论文　论文类型：学位论文

【摘要】：教师是职业怠倦的高发人群。教师职业倦怠是一种极端的心理反应,是教师无法有效应对工作的压力而产生的情感、态度和行为的衰竭状态,而且是一种持久的不良状态。进入21世纪以来,随着社会对教师的期望不断的提升,教师的职业倦怠越来越受到研究者的关注,这意味着教师的身心健康受到了影响,教师的生活质量大打折扣。教师职业倦怠不但影响了教师的教学质量,学生的学业成就,甚至会直接导致教师离职意向的产生。如何减少教师职业倦怠和离职倾向成了现在教育系统中迫在眉睫需要解决的问题。本研究的主要目的是了解幼儿教师的职业倦怠、教学效能感和离职倾向的特征,分析影响三者的因素,探究三者之间的关系,本文主要采用实证研究的方法,以武汉市洪山区202名幼儿教师为调查样本,通过描述性分析,t检验,方差分析和回归分析的统计方法,得出了以下结论： (1)幼儿教师的教学效能感较高,其职业倦怠并不严重,离职意向不明显； (2)幼师的职业倦怠在年龄、学历、婚姻状况、教龄、职称、薪酬满意度、工作量上存在显著差异： (3)幼师的教学效能感在年龄、学历、教龄、职称、薪酬满意度、工作量上存在显著差异,在婚姻状况和工作量上不存在显著差异； (4)幼师的离职倾向在年龄、学历、婚姻状况、教龄、职称、薪酬满意度、上存在显著差异； (5)幼师的教学效能感与其职业倦怠呈负相关,前者对后者有预测作用； (6)幼师的教学效能感与离职倾向呈负相关；幼师的个人教学效能感对去个性化具有的预测能力； (7)幼师的职业倦怠与离职倾向呈积极相关,幼师职业倦怠对离职意向表现为正向预测作用；幼儿教师担负着儿童启蒙教育的重任,从幼儿教师职业倦怠、教学效能感和离职倾向的实际问题出发,本文认为：政府部门应为确保教师积极应对压力建立一些政策和指导方案；幼儿园管理者应该对新手教师的做出承诺,努力提供包括教师培训和持续支持等方案,为幼师提供具有竞争力的薪酬：高等院校应该为学生提供讲课和教学技能的培训机会,关注教师的综合素养,特别是教师的专业信念和情感的培养。
[Abstract]:The teacher is the high incidence of occupation exhaustion. Teacher occupation burnout is an extreme psychological reaction, teachers are unable to effectively deal with the pressure of work and emotion, attitude and behavior of state failure, and it is a bad state lasting. Since the beginning of twenty-first Century, along with the social expectations of teachers constantly improve, teachers the occupation burnout researchers pay more and more attention, which means that the teachers' physical and mental health and quality of life greatly affected teachers. Teachers occupation burnout not only affects the teaching quality of teachers, students' academic achievement, even will lead directly to teachers. How to reduce the turnover intention of Teachers Occupation Burnout and turnover intention into in the current education system imminent problem to be solved.
The main purpose of this study is to understand the kindergarten teachers' occupation burnout characteristics, teaching self-efficacy and turnover intention, analysis of the impact factors of the three, exploring the relationship between the three, this paper uses empirical research methods, to 202 preschool teachers in Hongshan District of Wuhan city as investigation samples, through descriptive analysis, t test. Statistical methods of analysis of variance and regression analysis, draw the following conclusions:
(1) preschool teachers have a high sense of teaching efficacy, their job burnout is not serious and their turnover intention is not obvious.
(2) there are significant differences in job burnout among young teachers in age, education, marital status, teaching age, job title, salary satisfaction and workload.
(3) preschool teachers' teaching efficacy has significant difference in age, education, teaching age, professional title, salary satisfaction and workload. There is no significant difference in marital status and workload.
(4) there are significant differences in age, educational background, marital status, teaching age, professional title and salary satisfaction.
(5) the teachers' sense of teaching efficacy is negatively related to their job burnout, and the former has a predictive effect on the latter.
(6) the teachers' sense of teaching efficacy has a negative correlation with the turnover intention, and the personal teaching efficacy of the preschool teacher has the ability to predict individualization.
(7) the job burnout of young teachers was positively related to turnover intention, and the job burnout of young teachers was positive predictive effect on turnover intention.
Preschool teachers shoulder the responsibility of children enlightenment education, from preschool teachers' occupation burnout, the practical problems of teaching efficacy and turnover intention of the government to ensure that teachers should actively respond to the pressure to establish some policies and guidelines; kindergarten managers should make a commitment to the novice teachers, including teachers to provide training and the continued support of the plan provides competitive salary for teachers: colleges and universities should provide lectures and teaching skills training opportunities for students, teachers' comprehensive quality, especially the cultivation of teachers' professional beliefs and emotions.

【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G615;G443

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