新形势下高中英语教师职业压力的研究

发布时间：2018-06-10 10:38

本文选题：高中英语教师 + 教师职业压力　；参考：《天津科技大学》2017年硕士论文

【摘要】：目前,教师职业压力在全世界都是普遍现象。在我国,许多研究也表明来自中学和高校的教师都承受着巨大的压力。但是,在现有的教师职业压力研究中,关于外语高考改革背景下,高中英语教师职业压力的研究比较缺乏,山西省更是没有涉及。为填补这一研究空缺,本研究旨在探求新形势下山西省高中英语教师职业压力的状况,以期为缓解教师职业压力和促进教育改革顺利进行提供一些切实可行的意见和建议。为完成以上研究目的,本研究采用了定量研究中问卷调查的方法。研究总共分为两个部分。第一部分是调查问卷的设计。为确定影响高中英语教师职业压力产生的因素,研究者对5位高中英语教师进行了访谈和录音,并对录音材料进行了详细的分析。第二部分是问卷调查部分。研究者采用方便抽样的方法,对山西省不同地区的高中英语教师发放了高中英语教师职业压力调查问卷,总计308份。整个问卷的发放和回收过程历时三个星期(2016年3月1日一3月22日)。最后使用SPSS19.0,对收集到的、有效的285份问卷数据进行了处理和分析。通过分析数据,结果显示:山西省73%的高中英语教师感到压力较大。高中英语教师职业压力源主要来自工作负担、社会压力、学校管理、教育改革、升学与考试、职业发展、学生压力和人际交往。此外,在对数据进行独立样本T检验后发现,在学校管理、教育改革、升学考试及职业发展方面,女性高中英语教师的职业压力显著高于男性教师;已婚高中英语教师的压力显著高于未婚教师;重点中学的高中英语教师在工作负担方面的压力显著高于普通中学的教师;而在学生因素方面,普通.中学的高中英语教师压力显著高于重点中学的教师。同时,对数据进行单因素方差分析后发现:在工作负担、教育改革及整体压力方面,20年以上教龄的高中英语教师压力显著高于5年以下的教师,且具有11-15年教龄的高中英语教师在工作负担方面压力高于5年以下的教师;具有初级、中级和高级职称的高中英语教师在工作负担方面的压力显著高于无职称的教师;处于地级市和县城的高中英语教师在升学考试的压力显著高于省城的教师,且在整体压力方面,地级市高中英语教师压力高于省城的教师。本研究在马斯洛“需要层次理论”的帮助下,解释了山西省高中英语教师的职业压力状况及主要压力来源,以及教师的背景因素和压力源之间的关系。基于本研究的结果,作者提出了缓解高中英语教师职业压力及促进教师心理健康发展的相关建议。
[Abstract]:At present, the professional pressure of teachers is a common phenomenon all over the world. In our country, many studies also show that teachers from middle schools and colleges are under great pressure. However, under the background of the reform of foreign language entrance examination, the research on vocational stress of English teachers in senior high school is relatively lacking, and it is not involved in Shanxi Province. In order to fill this research gap, this study aims to explore the situation of vocational pressure of senior English teachers in Shanxi Province under the new situation, in order to provide some practical suggestions and suggestions for alleviating the occupational pressure of teachers and promoting the smooth implementation of educational reform. In order to accomplish the above purpose, this study adopts the method of questionnaire in quantitative research. The study was divided into two parts. The first part is the design of the questionnaire. In order to determine the factors that influence the occupational stress of English teachers in senior high school, the researcher conducted interviews and recordings of five English teachers in senior high school, and analyzed the recording materials in detail. The second part is the questionnaire. Using the method of convenient sampling, the researchers distributed 308 questionnaires to senior high school English teachers in different areas of Shanxi province. The distribution and recovery of the questionnaire lasted three weeks (March 1-March 22, 2016). Finally, 285 valid questionnaires were processed and analyzed by SPSS 19.0. The results show that 73% of senior high school English teachers in Shanxi Province feel stressed. The main sources of high school English teachers' occupational stress are work burden, social pressure, school management, educational reform, entrance and examination, career development, student pressure and interpersonal communication. In addition, the independent sample T test shows that female high school English teachers have significantly higher occupational pressure than male teachers in school management, education reform, entrance examination and career development. The stress of married high school English teachers is significantly higher than that of unmarried teachers; the stress of high school English teachers in key middle schools is significantly higher than that of ordinary middle school teachers; while in terms of student factors, the stress of senior high school English teachers is significantly higher than that of ordinary middle school teachers. The pressure of high school English teachers is significantly higher than that of key middle school teachers. At the same time, univariate ANOVA analysis of the data shows that the pressure of senior high school English teachers with more than 20 years of teaching age is significantly higher than that of teachers with less than 5 years in terms of work burden, educational reform and overall pressure. The English teachers with 11-15 years of teaching age have higher pressure in terms of work burden than those with less than five years, and the English teachers with junior, intermediate and senior titles have significantly higher pressure in terms of work burden than those without title. The pressure of high school English teachers in prefectural and county cities is significantly higher than that in provincial cities, and the pressure of prefectural high school English teachers is higher than that of provincial city teachers. With the help of Maslow's "hierarchy of needs", this study explains the occupational stress of senior English teachers in Shanxi Province and their main sources of stress, as well as the relationship between teachers' background factors and stressors. Based on the results of this study, the author puts forward some suggestions to alleviate the occupational stress of English teachers in senior high school and to promote their mental health development.
【学位授予单位】：天津科技大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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