幼儿园教师心理幸福感及其相关因素分析

发布时间：2019-03-27 08:49

【摘要】：目的探讨幼儿教师心理幸福感状况,为维护幼儿教师的心理健康提供参考。方法采用Ryff心理幸福感量表,通过分层整群抽样,对河北省11所幼儿园437名教师进行调查分析。结果已婚教师的总体幸福感、自主幸福感、掌握环境、生活目标、自我接纳幸福感显著高于未婚教师;有子女幼儿教师的自主性和掌握环境幸福感水平高于无子女幼儿教师;幼儿园管理及辅助人员的自主幸福感水平显著高于保育员和教养员;不带班教师的自主幸福感高于带班教师。在自主性因子上,城乡来源与学历之间存在交互作用(P=0.030):农村教师学历越高自主幸福感越低;中专及以下与大专学历教师间的差异无统计学意义,但本科及以上学历城市教师显著高于农村教师。结论婚姻、子女、岗位、带班情况影响幼儿教师心理幸福感。
[Abstract]:Objective to explore the psychological well-being of preschool teachers in order to provide reference for maintaining their mental health. Methods A total of 437 teachers from 11 kindergartens in Hebei Province were investigated by using Ryff Mental Happiness scale and stratified cluster sampling. Results the overall well-being, autonomous well-being, mastery environment, life goal and self-acceptance well-being of married teachers were significantly higher than those of unmarried teachers, and the level of autonomy and environmental well-being of preschool teachers with children was higher than that of childless preschool teachers. The level of autonomous well-being of kindergarten management and auxiliary staff was significantly higher than that of caregivers and teachers, and the autonomous well-being of non-class teachers was higher than that of class teachers. In terms of autonomy factors, there was interaction between urban and rural sources and academic qualifications (P < 0.030): the higher the degree of education, the lower the autonomous well-being of rural teachers; There was no significant difference between secondary school and junior high school teachers, but the urban teachers with undergraduate degree or above were significantly higher than those from rural areas. Conclusion Marriage, children, post and shift affect the psychological well-being of preschool teachers.
【作者单位】：河北师范大学教育学院河北师范大学教育学院河北师范大学教育学院
【分类号】：G615

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