發(fā)布時間：2019-04-02 01:56

【摘要】：教師流動影響因素較多,必須關(guān)注教師自身因素,重視教師這一利益相關(guān)者主體的心理感受和成長需要,重視對教師流動意愿的研究。通過對湖南、江西等地區(qū)600余名中小學(xué)教師的調(diào)查發(fā)現(xiàn):對教師流動意愿產(chǎn)生顯著影響的因素有個體認(rèn)知水平因素、個體與組織匹配因素、組織支持感、工作滿意度和政策了解程度等,其中個體認(rèn)知水平因素影響力最大(B值為0.913),教學(xué)效能感影響力最小(B值為0.070);個體與組織匹配因素與教師流動意愿存在顯著的負(fù)相關(guān)關(guān)系,其余影響變量與教師流動意愿是正相關(guān)關(guān)系。
[Abstract]:There are many influencing factors on teacher mobility. We must pay attention to teachers' own factors, pay attention to the psychological feelings and growing needs of teachers as stakeholders, and pay attention to the study of teachers' mobility intention. Through the investigation of more than 600 primary and middle school teachers in Hunan and Jiangxi provinces, it is found that the factors influencing teachers' mobility intention are individual cognitive level, individual and organizational matching factors, and sense of organizational support. The degree of job satisfaction and policy understanding was the most influential factor of individual cognitive level (B value was 0.913), and the influence of teaching efficacy was the least (B value was 0.070). There was a significant negative correlation between individual and organizational matching factors and teacher mobility intention, while the other variables were positively correlated with teacher mobility intention.
【作者單位】： 贛南師范大學(xué)教育科學(xué)學(xué)院;河源市江東新區(qū)正德中學(xué);
【基金】：教育部人文社會科學(xué)規(guī)劃項目(15YJA880060) 江西省教育科學(xué)“十二五”規(guī)劃2015年度一般課題(15YB105)
【分類號】：G635.1

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