本文選題：中小學(xué)教師 + 學(xué)業(yè)樂觀��； 參考：《上海教育科研》2017年07期

【摘要】：教師學(xué)業(yè)樂觀是國外研究者提出與發(fā)展的一種高階、整合的教師信念變量,代表教師對(duì)學(xué)生能夠取得學(xué)業(yè)成功的積極期待。本研究基于文獻(xiàn)分析和半結(jié)構(gòu)訪談結(jié)果,編制了調(diào)查問卷,抽取了上海市1380位中小學(xué)教師作為調(diào)查對(duì)象。結(jié)果表明,教師學(xué)業(yè)樂觀概念在我國具有跨文化適用性,中小學(xué)教師具有較高的學(xué)業(yè)樂觀水平,性別、學(xué)歷、教齡、任教科目、學(xué)校所在地對(duì)教師學(xué)業(yè)樂觀水平?jīng)]有顯著影響,但任教學(xué)段發(fā)揮了顯著影響作用,小學(xué)階段教師學(xué)業(yè)樂觀水平最高,初中次之,高中相對(duì)最低。
[Abstract]:Teachers' academic optimism is a kind of high order and integrated teacher belief variable put forward and developed by foreign researchers, which represents teachers' positive expectation of students' academic success. Based on the results of literature analysis and semi-structured interviews, a questionnaire was compiled and 1380 primary and secondary school teachers in Shanghai were selected. The results show that the concept of teachers' academic optimism has cross-cultural applicability in China, and the teachers of primary and secondary schools have a higher level of academic optimism, gender, education, teaching years, teaching subjects, school location has no significant impact on the level of academic optimism. However, the level of academic optimism was the highest in primary school, the second in junior middle school, and the lowest in high school.
【作者單位】： 吉林省教育學(xué)院;
【基金】：全國教育科學(xué)“十二五”規(guī)劃2014年度教育部青年課題《中小學(xué)校長勝任力卓越模型與發(fā)展機(jī)制研究》(課題批準(zhǔn)號(hào)EFA140355)部分成果
【分類號(hào)】：G635.1

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