教师道德情感的结构、发展特点及其作用机制研究

发布时间：2018-04-08 08:00

本文选题：教师　切入点：道德情感　出处：《福建师范大学》2014年硕士论文

【摘要】：教师道德情感的结构是多层次、多侧面且复杂的。教师情绪一直是关注和研究的热点,教师道德情感却没引起足够重视。教师道德情感在哲学和伦理学的理论很丰富,但在心理学领域的理论和实证研究却很少。因此本研究在文献分析的基础上,采用开放性问卷和访谈方法,编制了教师道德情感量表。以福建省教师为被试,采用自编教师道德情感量表、教师职业认同量表(魏淑华,2008)和教师职业倦怠量表(连榕,2004),以此了解教师道德情感现状和发展特点。通过探索教师职业认同、道德情感与职业倦怠三者之间关系,揭示教师道德情感的作用机制。经研究得出的结果如下： (1)自编教师道德情感量表具有良好的信效度,主要包含关爱感、责任感、自豪感和尊重感四个维度。 (2)教师道德情感总体水平较高。具体各维度上,责任感的得分最高,其次为关爱感和自豪感,最后是尊重感。 (3)总体上,教师道德情感在性别、学校性质方面存在差异,女教师显著高于男教师,重点学校的教师显著高于非重点学校。但是在否班主任、年龄、教龄、婚姻、学历、职称、学校地区和月收入不存在显著差异。具体维度上,是班主任与非班主任教师在关爱感、责任感、尊重感维度上存在显著的差异,重点和非重点学校教师在关爱感、尊重感上存在显著差异,不同年龄的教师在关爱感上存在显著的差异,不同教龄的教师在关爱感、责任感、自豪感、尊重感上存在显著差异,已婚和未婚教师在尊重感上存在显著差异,不同职称教师在关爱感、责任感上存在显著差异,不同学校所在地教师在关爱感上存在显著差异,不同月收入教师在道德情感各维度上不存在显著差异。 (4)职业认同与道德情感呈显著正相关,职业认同、道德情感与职业倦怠呈显著负相关。 (5)在道德情感及其维度、职业倦怠及其缺乏成就感维度上,高职业认同显著高于低职业认同；在情绪耗竭、去人性化维度上,高职业认同显著低于低职业认同。 (6)教师道德情感在职业认同与职业倦怠之间的没起到显著调节作用。 (7)道德情感在教师职业认同与职业倦怠之间起着显著的部分中介作用。
[Abstract]:The structure of teachers' moral emotion is multi-level, multi-sided and complex.Teachers' emotion has always been the focus of attention and research, but not enough attention has been paid to teachers' moral emotion.The theory of teachers' moral emotion is rich in philosophy and ethics, but there are few theoretical and empirical studies in the field of psychology.On the basis of literature analysis, this study developed the teacher moral emotion scale by using open questionnaire and interview method.Taking Fujian teachers as subjects, teachers' moral emotion scale, teacher professional identity scale (Wei Shu-heng 2008) and teachers' job burnout scale (Lian Rong Chen 2004) were used to understand the current situation and development characteristics of teachers' moral emotion.By exploring the relationship among teachers' professional identity, moral emotion and job burnout, this paper reveals the mechanism of teachers' moral emotion.The results of the study are as follows:1) the teacher's moral emotion scale has good reliability and validity, which includes four dimensions: caring, sense of responsibility, pride and respect.2) the general level of teachers' moral emotion is high.In each dimension, responsibility scored the highest, followed by caring and pride, and respect.(3) on the whole, there are differences in teachers' moral feelings in gender and school nature. Female teachers are significantly higher than male teachers, and teachers in key schools are significantly higher than those in non-key schools.But there are no significant differences in class teacher, age, teaching age, marriage, education, title, school area and monthly income.On the specific dimensions, there are significant differences in the sense of care, responsibility and respect between the teacher in charge of the class and the non-teacher in charge of the class, and in the sense of care and respect among the key and non-key school teachers.Teachers of different ages have significant differences in sense of care, teachers of different teaching years have significant differences in sense of care, responsibility, pride, respect, married and unmarried teachers have significant differences in sense of respect.Teachers with different professional titles have significant differences in their sense of care and responsibility, teachers in different schools have significant differences in their sense of care, and there are no significant differences in the dimensions of moral emotion among teachers with different monthly income.4) there was a significant positive correlation between professional identity and moral emotion, and a significant negative correlation between professional identity and job burnout.5) in the dimensions of moral emotion and its dimensions, job burnout and lack of sense of achievement, high occupational identity is significantly higher than low occupational identity; in emotional exhaustion, dehumanization dimension, high occupational identity is significantly lower than low occupational identity.6) the teacher's moral emotion does not play a significant role in regulating the relationship between occupational identity and job burnout.7) moral emotion plays a significant role in mediating teachers' professional identity and job burnout.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842.6

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