特殊学校教师教学效能感及其相关因素研究

发布时间：2017-12-31 09:38

本文关键词：特殊学校教师教学效能感及其相关因素研究　出处：《华东师范大学》2017年博士论文　论文类型：学位论文

【摘要】：教学效能感一直是研究者重点关注的领域,大量研究结果显示,教学效能感是影响教师工作状态及教学结果的重要因素。20世纪90年代以来,国内学者就教学效能感的理论建构、量表修订、相关因素进行了一系列研究,然而,到目前为止,关于教学效能感的研究绝大部分是在普通学校进行的,很少有研究涉及特殊学校这一领域。近年来,我国特殊教育日益受到关注,特殊教育教师的教学水平亟需提高。对此,本论文选取我国特殊教育的骨干力量——特殊学校教师进行研究,分析了特殊学校教师教学效能感的特点,以及对其有影响的重要因素,并依据实证研究的结果,提出了相应的对策和建议。本研究首先在文献整理和专家小组讨论的基础上,修订了教学效能感量表(TES量表、TSES量表)和工作投入量表(UWES量表),依据项目分析和信效度检验的结果对项目进行了删减或修改,以保证研究工具适合用于我国特殊学校教师这一群体。然后使用教师一般资料调查表、教学效能感量表、职业倦怠量表、工作投入量表和社会支持量表进行量化研究,在东部、中部和西部地区采用随机整群取样的方式进行调查,共收回有效问卷1339份,从宏观层面探讨了特殊学校教师的教学效能感的特点及其影响因素。在量化研究的基础上,研究者进一步开展质性研究,与专家小组共同设计了半结构化访谈问卷,并对35名特殊学校教师进行了一对一的访谈,通过质性编码,深入分析了教学效能感的表现及其影响因素。在论文的最后综合探讨了特殊学校教师教学效能感的特点,并提出了相应的对策和建议。本研究发现了一些有意义的结果,如下所示。1.研究一发现:修订后的TES量表包括一般教学效能感(GTE)和个人教学效能感(PTE)两个维度,适合用于测量特殊学校教师的教学效能感。修订后的TSES量表包括学生投入、班级管理、教学策略三个维度,适合用于测量特殊学校教师的教学效能感。修订后的工作投入量表包括活力、奉献、专注三个维度,适合用于分析特殊学校教师的工作投入。2.研究二发现:特殊学校教师的教学效能感处于中等偏上的水平,在TES全量表(各题目1～6计分)上的平均得分为4.04,在一般教学效能感维度的平均得分为3.51,在个人教学效能感维度的平均得分为4.44;在TSES全量表(各题目1～9计分)上的平均得分为6.33,在学生投入维度上的平均得分为6.07,在教学策略维度上的平均得分为6.31,在班级管理维度上的平均得分为6.67。特殊学校教师的一般教学效能感、个人教学效能感、学生投入、教学策略、班级管理之间存在显著的相关关系。教学效能感受到学校和学生因素影响:盲校和聋校教师的教学效能感得分高于培智学校和综合类特殊学校教师;高中(高职)教师的教学效能感得分高于初中(初职)和小学教师,学前部特教教师的得分最低;随着班级中学生障碍种类的增多,特殊学校教师的教学效能感有所降低。教学效能感受到教师个人特征的影响:特殊学校女教师在教学效能感上的得分高于男教师;已婚教师高于未婚教师;有子女教师高于无子女教师;随年龄和教龄增加,教学效能感有所提高;随学历的进步、专业知识掌握程度的提高、职称的上升,教学效能感有所提高;操作活动类课程的教师在教学效能感上的得分高于认知类课程的教师;班主任教师的教学效能感高于一般任课教师。教学效能感受到教育管理因素影响:对收入满意的教师在教学效能感上的得分高于对收入不满意的教师;参加过理论与实操培训的教师在教学效能感上的得分最高,未参加过任何培训的教师在效能感上的得分最低。特殊学校教师的教学效能感表现出区域差异:总体上,东中部地区要优于西部地区,直辖市、省会和地级市要优于县级市和乡镇。教学效能感受到社会与心理因素的影响:社会支持、工作投入与教学效能感显著正相关,职业倦怠与教学效能感显著负相关;多元分层回归和结构方程模型表明,社会支持、工作投入与职业倦怠对教学效能感具有显著的预测作用,工作投入和职业倦怠在社会支持和教学效能感之间起中介作用。3.研究三发现:特殊学校教师反映的影响教学效能感的因素主要归纳为四个层面,分别是学生个人层面,包括学生个体缺陷、学生障碍类型、班级特征、学生学习阶段、生源变化;教师层面,包括工作态度、教学效果、教学经验、课程设置、普通学校转入特殊学校;教育管理层面,包括教师培训、教师专业化、教育机制;社会支持层面,包括学生家长支持、家人及社会接纳。综上可见,特殊学校教师的教学效能感处于中等偏上的水平,且教学效能感各维度之间显著相关。学校与学生因素、教师自身因素、教育管理因素、地域因素、社会与心理因素对教学效能感均有一定影响。基于上述结论,本文提出了通过社会、学校、家庭、教师等相互协作,共同改善特殊学校教师教学效能感的对策与建议。
[Abstract]:Teaching efficacy has been focused in the field, a large number of research results show that teaching efficacy is an important factor affecting the.20 century 90s teachers' working condition and teaching result, scholars teaching construction self-efficacy theory, scale, related factors for a series of studies, however, have so far study on the teaching efficacy, the majority is in ordinary schools, there are few studies involving special schools in this field. In recent years, China's special education has been paid more and more attention, the special education teachers' teaching level needs to be improved. In this regard, this paper selects the backbone of China's special education -- a study of special school teachers and analyzes the characteristics of special school teachers' teaching efficacy, as well as the important factors affecting them, and according to the results of empirical research, the author puts forward the corresponding countermeasures and suggestions . based on literature review and expert panel discussions on the revision of the Teaching Efficacy Scale (TES scale, TSES scale) and work engagement scale (UWES scale), based on the project analysis and validation of the results of the project are deleted or modified, in order to ensure the research tools for for our special school teachers. Teachers of this group and then use the general information questionnaire and teaching efficacy scale, occupation burnout scale, work engagement scale and social support scale quantitative research, in the East, were investigated by random cluster sampling way of the central and western regions, a total of 1339 valid questionnaires and discusses the characteristics and influencing factors of teaching efficacy of special school teachers sense from the macro level. On the basis of quantitative research, qualitative research and further research, and expert group designed the semi-structured interview asked Volume, and 35 special school teachers one-on-one interviews, through qualitative encoding, in-depth analysis of the performance and its influence factors of the sense of teaching efficacy. At last the paper discusses the characteristics of comprehensive special school teachers' teaching efficacy, and put forward the corresponding countermeasures and suggestions. This study found some meaningful results, as follows:.1. research findings: the revised TES scale including general teaching efficacy (GTE) and personal teaching efficacy (PTE) in two dimensions, suitable for measurement of special school teachers' teaching efficacy sense. TSES scale including student input, class management, revised, the three dimensions of teaching strategies, teaching effectiveness is suitable for measurement of special school teachers. The revised work engagement scale including vigor, dedication and focus on three dimensions, suitable for the analysis of special school teachers job involvement in two.2. study found: The sense of teaching efficacy of special school teachers in the middle level, TES in full scale (the subject of 1 ~ 6 score) on average score is 4.04, the average score in the general teaching efficacy dimension is 3.51, the average score in the dimension of personal teaching efficacy was 4.44; in the full scale (TSES on the 1 ~ 9 score) on average score is 6.33, the mean scores in the dimensions of the student input is 6.07, the average scores in teaching strategies on the dimension is 6.31, the average scores in the class management dimension for 6.67. general teaching efficacy of special school teachers sense of personal teaching efficacy, students involved. The teaching strategy, there is a significant correlation between the class management. Teaching effectiveness factors of schools and students feel the effect of teaching efficacy of blind and deaf teachers sense of higher scores than Peizhi school and class of special school teachers; teachers' teaching high school (vocational) Self-efficacy score higher than junior high school (junior vocational) and primary school teachers, preschool special education teachers of the lowest score; with the increasing types of students class barriers, teaching efficacy of special school teachers' sense of teaching efficacy decreases. Feel the influence of teachers' personal characteristics: special school female teachers' score in Teaching efficacy is higher than male teachers; married teachers than unmarried teachers; teachers having children than those without children teachers; increase with age and seniority, teaching efficacy can be improved; with the education progress, improve the degree of master of professional knowledge, professional titles on the rise, teaching efficacy can be improved; the operation activities of class teachers' score in teaching efficacy than the cognitive class teacher; teacher teachers' sense of teaching efficacy is higher than that of ordinary teachers. The teaching efficiency of feeling education management factors: the income satisfaction of the teachers in teaching efficacy Sense score is higher than that of the income is not satisfied with the teachers; in theory and practical training of the teachers' score in teaching efficacy is the highest, did not participate in any training in Teachers' self-efficacy. The minimum teaching efficacy of special school teachers sense showed regional differences: in general, the Middle East is better than western regions, municipalities, provincial capitals and cities better than county-level cities and towns. The teaching effectiveness to feel the effects of social and psychological factors: social support, job involvement and teaching efficacy is significantly related to occupation burnout and teaching efficacy is negatively correlated; multiple hierarchical regression and structural equation model showed that social support, work investment and occupation burnout have significant predictive effect on teaching efficacy, job involvement and occupation burnout between social support and teaching efficacy of.3. three is: the intermediary role of special schools The impact of the school teachers reflect the factors of teaching efficacy are mainly classified into four aspects, respectively is the individual student level, including individual defects, class characteristics of students, students learning disorder type, stage, students change; the teachers' level, including teaching attitude, teaching effect, experience, curriculum, ordinary schools into special schools; management level of education, including teacher training, teacher professionalization, education mechanism; social support level, including the parents of the students, family and social acceptance. Therefore, the teaching effectiveness of the teachers at the middle level, and teaching efficacy was significantly related to the dimensions between school and student factors, teachers' factors regional education, management factors, factors, social and psychological factors have a certain impact on teaching efficacy. Based on the above conclusions, this paper put forward by society, school, family, teacher And other countermeasures and suggestions to improve the teaching efficacy of special school teachers.

【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G760

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