本文選題：心理健康教師 + 工作動機��； 參考：《四川師范大學(xué)》2017年碩士論文

【摘要】：工作動機指的是激勵人們完成一項工作的穩(wěn)定心理傾向。中小學(xué)心理健康教師的工作動機指的是驅(qū)動心理健康教師對學(xué)生有愛心,能使用專業(yè)知識對他們的心理、學(xué)習(xí)和生活方面給予關(guān)愛和指引的心理動力,對心理健康教師的授學(xué)態(tài)度、行為與人際交往(包括與領(lǐng)導(dǎo)之間、與學(xué)生之間、與同事之間)等多方面具有激活、維持和調(diào)節(jié)的作用。四川省中小學(xué)心理健康教師從總體上來看出于內(nèi)在動機和外在動機從事心理健康教育工作。研究者在以往文獻的基礎(chǔ)上制定心理健康教師工作動機的訪談提綱,對17名從事中小學(xué)心理健康教育的教師進行了訪談。以深度訪談的方法收集資料并轉(zhuǎn)換成電子文本。使用SQRNvivo11.0質(zhì)性分析軟件對電子文本進行編碼,并以此尋找心理健康教師工作動機的分類。初步產(chǎn)生開放式編碼和關(guān)聯(lián)式編碼共17個:“工作待遇、經(jīng)濟壓力、成就感、價值感、專業(yè)成長、他人認同、領(lǐng)導(dǎo)重視、喜歡、學(xué)生受益、幫助學(xué)生解決問題、課程效果、學(xué)生喜愛、同事關(guān)系和諧、工作特性、專業(yè)限制、科研與課程創(chuàng)新、專業(yè)整體發(fā)展水平�！毙纬�7個核心式編碼:“自我實現(xiàn)動機、生存動機、尊重動機、興趣動機、責(zé)任動機、關(guān)系動機、工作本身動機”。調(diào)查結(jié)果表明:中小學(xué)心理健康教師的工作動機存在差異性。首先表現(xiàn)為心理健康教師婚姻狀況在工作動機各個因子上存在差異性。未婚教師從事心理工作的動機主要出于生存和工作本身動機,已婚教師從事心理教師工作的動機主要出于興趣和責(zé)任。其次,心理健康教師年齡在工作動機各因子上存在差異。30歲以下的心理健康教師工作動機主要出于生存和工作本身動機,而30歲以上的心理健康教師主要出于內(nèi)部動機中的責(zé)任動機和興趣動機。再次,心理健康教師教齡在工作動機構(gòu)因子上存在差異。教齡在5年以上的更加看中的是興趣、責(zé)任和自我實現(xiàn)動機,而教齡在5年以下的更加看重生存、工作本身和尊重動機。最后,心理健康教師在學(xué)歷方面也存在工作動機各因子上的差異性。本科學(xué)歷的心理教師從事心理教師工作的動機更多的是責(zé)任和尊重動機,而碩士學(xué)歷的心理教師從事心理教師工作的動機體現(xiàn)在興趣、自我實現(xiàn)和尊重動機。這同時也反映出尊重是被心理教師普遍重視的,它并沒有因為學(xué)歷的不同而有明顯的差異。綜上所述,心理健康教師工作動機在內(nèi)在動機上,追求物質(zhì)層面和精神層面有所不同。心理健康教師認為外在動機受外部環(huán)境影響較大。內(nèi)在動機中的兩種動機,一是生存動機,二是工作本身動機,它們是年輕教師以及未婚教師的主要考慮動機。內(nèi)在動機中的責(zé)任動機則是三十歲以上已婚教師和高學(xué)歷教師考慮的主要動機。外在動機中的最主要影響則是工作本身動機。心理健康教師中教齡越大、學(xué)歷越高、年齡越大的教師、婚姻越穩(wěn)定的教師工作動機也越強。他們之所以更重視內(nèi)在動機中的精神動機是因為在外部環(huán)境和內(nèi)在的生存動機得到滿足之后,他們更加的追求自我實現(xiàn)。而剛剛參加工作的教師、未婚教師以及學(xué)歷低的教師會由于工作不穩(wěn)定等各方面人生不穩(wěn)定因素的影響,會對于心理健康教育生存動機和環(huán)境動機方面進行考慮。針對這種情況,本文提出以下幾點建議:從內(nèi)在動機角度,增加心理健康教師的工資,這樣不僅可以穩(wěn)定心理健康教師對于物質(zhì)方面的擔(dān)憂,而且還能夠增強他的工作動機。對于外在動機來講,首先優(yōu)化學(xué)校的心理健康咨詢室,制定統(tǒng)一的教材,在教材研發(fā)方面進行大力投入和組織,形成統(tǒng)一的教學(xué)研究氛圍,讓心理健康教師在上課過程中有章可循。同時,減少心理健康教師在行政工作方面以及其他活動方面的兼職工作,這樣可以讓他們更好的轉(zhuǎn)移到本職工作上,增加其工作動機。
[Abstract]:Working motivation refers to the psychological tendency to motivate people to complete a job. The motivation of the mental health teachers in primary and secondary schools refers to the psychological motivation to drive psychological health teachers to their students, to give care and guidance to their psychology, study and life with professional knowledge, and to teach the teachers of mental health. Degree, behavior and interpersonal interaction (including with leaders, between students, and colleagues) are activated, maintained and regulated. The mental health teachers of primary and secondary schools in Sichuan province are generally engaged in mental health education from internal motivation and external motivation. Interviews with 17 teachers engaged in mental health education in primary and secondary schools were interviewed by an interview with 17 teachers engaged in mental health education in primary and secondary schools. There are 17 types of encode and related coding: "work treatment, economic pressure, sense of achievement, sense of value, professional growth, other people's identification, attention to leadership, love, benefit of students, help the students to solve problems, the effect of the course, the students' love, the harmonious relationship of the colleagues, the work specificity, the professional limit, the scientific research and curriculum innovation, the overall level of development of the professional." 7 core codes: "self actualization motivation, survival motivation, respect motivation, interest motivation, motivation, motivation, motivation, motivation of work". The results show that there are differences in the motivation of mental health teachers in primary and middle schools. First, there are differences in the factors of the motivation of mental health teachers' marital status in the various factors of work motivation. The motivation of unmarried teachers in psychological work mainly stems from the motivation of survival and work, and the motivation of married teachers to work in psychological teachers is mainly due to interest and responsibility. Secondly, there is a difference in psychological health teachers' motivation for mental health teachers under.30 years of age. Physical motivation, while mental health teachers over 30 years of age are mainly motivated by motivation and motivation in internal motivation. Again, there are differences in the working organization factors of mental health teachers. The teaching age more than 5 years is more concerned with interest, responsibility and self fulfillment motivation, while teaching age is more important for survival than 5 years. In the end, the psychological health teacher also has the difference in the various factors of the job motivation. The motivation of the psychological teacher in the work of the psychological teacher is more responsibility and respect, while the motivation of the master's degree teachers in the work of the psychological teacher is reflected in the interest, self realization and respect. It also reflects the importance of respect by psychological teachers. It does not have obvious differences because of the different educational background. In summary, the motivation of mental health teachers is different from the physical and spiritual levels. Psychological health teachers believe that external motivation is greatly influenced by the external environment. The two motives in internal motivation, one is survival motivation, and two are the motivation of the work itself. They are the main motives for young teachers and unmarried teachers. The motivation of the internal motivation is the main motive for the married and higher education teachers over thirty years old. The main influence of the external machine is the motivation of the work itself. The greater the teaching age, the higher education, the older the teachers, the more stable the motivation of the teachers in the marriage. The reason why they attach more importance to the inner motivation is that after the external environment and inner motivation are satisfied, they are more self fulfilling. Teachers, unmarried teachers and teachers with low educational background will take into account the survival motivation and environmental motivation of mental health education due to the unstable factors of life, such as unstable work. In this case, the following suggestions are put forward: to increase the salary of mental health teachers from the angle of internal motivation, so that not only can the salary of mental health teachers be increased, so that not only should the salary of mental health teachers be increased, but also the salary of mental health teachers should be increased. It can stabilize the mental health teachers' concern about material and enhance the motivation of his work. For the external motivation, we should first optimize the psychological health consulting room of the school, make a unified teaching material, make a great effort and organization in the research and development of the teaching materials, form a unified teaching research atmosphere, and let the mental health teachers be on the top. In the course of the course, there are rules to follow. At the same time, it reduces the part-time job of mental health teachers in administrative work and other activities, which can make them better transferred to their job and increase their motivation.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G441;G635.1

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