【摘要】：組織認同與自尊水平會極大地影響中小學教師職業(yè)發(fā)展。然而目前對中小學教師的組織認同、自尊現(xiàn)狀及其關系的認識還不是那么清晰。對貴州省581名中小學教師進行問卷調查,結果表明:中小學教師對其所屬學校的認同程度較高且在性別、學校層次、學校類型方面不存在顯著差異。小學教師的組織認同水平在任教年限方面存在顯著差異。中學教師的組織認同水平在累加教齡方面差異顯著。中小學教師的自尊水平較高且在學校層次、學校類型、任教年限方面均不存在顯著差異。中、小學女教師的自尊水平都顯著高于男教師。中小學教師的組織認同與自尊存在十分顯著的正相關,組織認同能顯著正向預測個體自尊。
[Abstract]:Organizational identity and self-esteem will greatly affect the professional development of primary and secondary school teachers. However, the recognition of teachers' organizational identity, self-esteem and their relationship is not so clear. A questionnaire survey was conducted among 581 primary and middle school teachers in Guizhou province. The results showed that there were no significant differences in gender, school level and school type between primary and secondary school teachers. There are significant differences in the organizational identity of primary school teachers in terms of teaching years. The level of organizational identity of middle school teachers is significantly different from that of cumulative teaching age. The self-esteem of primary and middle school teachers is high and there is no significant difference in school level, school type and teaching years. The self-esteem level of primary school female teachers was significantly higher than that of male teachers. There is a significant positive correlation between organizational identity and self-esteem of primary and secondary school teachers, and organizational identity can significantly positively predict individual self-esteem.
【作者單位】： 貴州師范大學教科院;
【分類號】：G635.1
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本文編號：2124799