青岛市农村中小学教师职业幸福感现状与对策研究

发布时间：2018-05-20 11:28

本文选题：农村中小学 + 教师　；参考：《青岛大学》2017年硕士论文

【摘要】：近年来,随着国家一系列农村教育政策的实施和农村教师福利待遇等方面的改善提升,农村教师职业幸福感问题被赋予了新的时代意义。2015年8月,为了有效贯彻国务院办公厅印发的《乡村教师支持计划(2015——2020年)》,青岛市在《青岛市教育改革和发展“十三五”规划》中也提出了针对农村教师的“乡村教师重点支持项目”。基于国家和青岛市政府的政策支持,本论文围绕农村教师职业幸福感问题,对青岛市农村五市中的219位农村教师进行了问卷调查和访谈,并选取了五市中人口较多的平度市L镇,对L镇上的一所驻地小学、一所驻地初中和四所学区小学进行了深度的实地考察和研究,在此基础上基于青岛市的地域特色和实际情况进行了进一步的分析和对策探讨。研究表明,(1)青岛地区农村教师的职业幸福感总体上处于中等偏上的水平。(2)青岛市农村教师职业幸福感与其性别、年龄、教龄、编制身份等因素有较为明显的相关性,与教师的职称和月收入、进入教师渠道等因素关联性不大。(3)具体到职业认同、领导管理、收入福利、社会支持、学生家长交往、同事交往、工作环境七个维度上,教师的职业幸福感存在一定差别。在青岛市农村教师职业幸福感影响因素方面,笔者结合前期考察结果和数据呈现,以访谈和案例为支撑,主要探索了五点农村教师获得职业幸福感的主要原因,分别是:教师的持续职业热爱、学生家长的认可、融洽的领导同事关系、日益提升的教师福利待遇和因地制宜的灵活教学环境。相反的,偏差的自我定位、较低的自我认同感、突出的职称矛盾等则是青岛市农村教师职业幸福感缺失的主要因素。最终,笔者基于对青岛市农村教师职业幸福感的现状调查和影响因素梳理,针对青岛地区地域特点,从发挥政府的决策和引领作用、发展学校内生性动力机制、增强教师的自身职业认同三大方面提出了相应的提升建议。
[Abstract]:In recent years, with the implementation of a series of rural education policies and the improvement of rural teachers' welfare, the problem of rural teachers' occupational well-being has been given a new significance. In order to effectively implement the "Rural teacher support Plan 2015-2020" issued by the General Office of the State Council, Qingdao has also put forward a "Rural teacher" for rural teachers in the "13th Five-Year Plan for Educational Reform and Development in Qingdao". Focus on supporting projects ". Based on the policy support of the government of Qingdao and the government of Qingdao, 219 rural teachers in five cities of Qingdao were investigated and interviewed in this paper, focusing on the occupational well-being of teachers in rural areas. And selected L Town of Pingdu City, which has a large population in five cities, conducted a deep field investigation and research on one resident primary school, one resident junior middle school and four school district primary schools in L town. On this basis, based on the regional characteristics and actual situation of Qingdao, further analysis and countermeasures are carried out. The study shows that the professional well-being of rural teachers in Qingdao is generally at the middle level. 2) there is a significant correlation between the occupational well-being of rural teachers in Qingdao and their gender, age, teaching years, establishment status, etc. It has little correlation with teachers' professional title and monthly income, access to teachers' channels, etc.) on the seven dimensions of professional identity, leadership management, income and welfare, social support, student parent communication, coworker interaction, work environment, etc. There are certain differences in teachers' professional well-being. In Qingdao rural teachers occupational well-being factors, the author combined with the previous investigation results and data presentation, with interviews and cases as the support, mainly explored the five rural teachers to obtain the main reasons of occupational well-being. They are: continuing professional love of teachers, recognition of students' parents, harmonious relationship between leaders and colleagues, increasing welfare of teachers and flexible teaching environment adapted to local conditions. On the contrary, deviation of self-orientation, low self-identity and prominent contradiction of professional title are the main factors of the lack of professional well-being of rural teachers in Qingdao. Finally, based on the investigation of the present situation and the influencing factors of the teachers' occupational well-being in Qingdao, according to the regional characteristics of Qingdao, the author develops the endogenous motive mechanism of the school by giving play to the decision-making and leading role of the government. Three major aspects of enhancing teachers' professional identity are put forward.
【学位授予单位】：青岛大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G635.1

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