本文關鍵詞：中學初任教師職業(yè)幸福感的調查研究　出處：《遼寧師范大學》2015年碩士論文　論文類型：學位論文

  更多相關文章： 中學 初任教師 職業(yè)幸福感

【摘要】：教師職業(yè)幸福感一直是教育研究領域內的焦點問題。中學初任教師群體作為師資隊伍的重要組成部分,他們的職業(yè)幸福感不僅關系到初任教師自身的工作和生活質量,同時影響到教育教學效果以及學生的健康成長,更關系著整個師資隊伍的穩(wěn)定。所以,研究中學初任教師的職業(yè)幸福感有著重要的理論及實踐意義。本研究試圖通過對內蒙古地區(qū)中學初任教師的職業(yè)幸福感現(xiàn)狀進行調查,從而得出中學初任教師職業(yè)幸福感的現(xiàn)狀特點,進而針對影響中學初任教師職業(yè)幸福感的原因進行分析,最后給出提升中學初任教師職業(yè)幸福感的措施和途徑。本文選取內蒙古地區(qū)5所城市中學和3所農村中學共130名中學初任教師進行問卷調查,并且選取5名中學初任教師進行訪談研究。通過問卷調查分析,發(fā)現(xiàn)中學初任教師職業(yè)幸福感現(xiàn)狀存在以下特點:1.中學初任教師職業(yè)幸福感整體現(xiàn)狀不容樂觀;2.中學初任教師職業(yè)幸福感在性別和年齡上無差異;3.中學初任教師職業(yè)幸福感與教師個體差異有關;4.中學初任教師職業(yè)幸福感在學校區(qū)域和學校類型上差異顯著;5.中學初任教師身心健康維度得分高且變異小;6.中學初任教師人際關系維度得分高且變異大;7.中學初任教師在自我認知和職業(yè)認知上差異顯著。通過問卷調查及訪談研究,明確了制約中學初任教師職業(yè)幸福感的因素包括以下幾個方面:1.初任教師能力素質普遍存在缺陷,無法勝任工作;2.部分初任教師職業(yè)價值觀及個性特點與其職業(yè)缺乏匹配度;3.學校不合理的制度環(huán)境,嚴重損害初任教師歸屬感和認同感;4.家長的偏見和不信任,一定程度上阻礙初任教師開展工作;5.嚴峻的教育現(xiàn)實給多數初任教師造成心理落差。根據中學初任教師職業(yè)幸福感現(xiàn)狀特點和原因,提出了提升中學初任教師職業(yè)幸福感的策略,主要包括:1.改革師范教育培養(yǎng)方式,強化師范生的教育實踐能力;2.完善入職培訓體系及心理保障機制,增強職業(yè)適應性;3.建立符合初任教師特點的人崗匹配工作模式;4.加強學校文化建設,培養(yǎng)初任教師歸屬感和認同感;5.搭建初任教師和家長溝通平臺,增進彼此信任與理解;6.采取多樣化措施,滿足初任教師的物質及精神需求。
[Abstract]:Teachers' occupational well-being has always been the focus in the field of educational research. The group of newly appointed teachers in middle schools is an important part of the teaching staff. Their professional well-being is not only related to the quality of work and life of the new teachers, but also affects the teaching effect and the healthy growth of students, but also relates to the stability of the whole teaching team. It is of great theoretical and practical significance to study the occupational well-being of the new middle school teachers. This study attempts to investigate the status quo of the occupational well-being of the junior middle school teachers in Inner Mongolia. In order to get the current characteristics of the occupational well-being of the new middle school teachers, and then to analyze the reasons that affect the career well-being of the new middle school teachers. Finally, the measures and ways to improve the occupational well-being of the first middle school teachers are given. This paper selects 130 new middle school teachers from 5 urban middle schools and 3 rural middle schools in Inner Mongolia to conduct a questionnaire survey. And selected five middle school teachers to conduct interviews, through the questionnaire analysis. It is found that the present situation of the occupational well-being of the new middle school teachers has the following characteristics: 1.The overall situation of the occupational well-being of the new middle school teachers is not optimistic; 2. There is no difference in the sex and age of the occupational well-being of the new middle school teachers. 3.The occupational well-being of the new middle school teachers is related to the teachers' individual differences; 4. The occupational well-being of the new middle school teachers is significantly different in the school area and the school type; 5. The scores of physical and mental health dimensions of the new middle school teachers are high and the variation is small; 6.The score of interpersonal relationship of the new teachers in middle school is high and the variation is large; 7. There are significant differences in self-cognition and occupational cognition among the new middle school teachers. It is clear that the factors that restrict the professional well-being of the new middle school teachers include the following aspects: 1.The ability quality of the new teachers is generally deficient and unable to do the job; 2. The lack of matching degree between the professional values and personality characteristics of some new teachers; 3.The unreasonable institutional environment of the school seriously damages the sense of belonging and identity of the initial teachers; 4. The prejudice and distrust of parents, to some extent, hinder the work of the new teachers; 5. The severe educational reality causes psychological difference to most of the new teachers. According to the characteristics and reasons of the present situation of the occupational well-being of the first middle school teachers, this paper puts forward the strategies to promote the occupational well-being of the first teachers in the middle school. It mainly includes: 1. Reforming the way of normal education and strengthening the students' ability of educational practice; 2. Improve the system of induction training and psychological security mechanism to enhance vocational adaptability; 3. To establish the matching work model of people and posts in line with the characteristics of new teachers; 4.Strengthening the construction of school culture and cultivating the sense of belonging and identity of the new teachers; 5. Build the communication platform between the new teachers and parents to enhance mutual trust and understanding; 6. Adopt diversified measures to meet the material and spiritual needs of new teachers.
【學位授予單位】：遼寧師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G635.1

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