本文選題：心理契約 + 特崗教師��； 參考：《江南大學》2017年碩士論文

【摘要】：“特崗計劃”中學校以聘用的方式和特崗教師形成階段性的契約關(guān)系,以此確立彼此間的權(quán)利和義務(wù)。但這只強調(diào)了一種經(jīng)濟關(guān)系上的契約,特崗教師工作的特殊性決定了該群體的管理不能僅僅依靠物質(zhì)上的約定,更重要的是心理契約的構(gòu)建。不管是側(cè)重物質(zhì)方面的心理契約交易維度,還是關(guān)注雙方未來發(fā)展的關(guān)系維度,或是強調(diào)組織人際關(guān)系的團隊成員維度,對組織成員心理契約形成來說都是至關(guān)重要的。作為管理層的學校需要利用無形的心理契約來彌補書面契約的不足,有效增進特崗教師群體對任教學校的歸屬感與滿意度,及對農(nóng)村義務(wù)教育發(fā)展的責任感和使命感。本研究在廣泛、深入閱讀相關(guān)文獻的基礎(chǔ)上,梳理了心理契約的概念及相關(guān)研究、特崗教師相關(guān)研究,從心理契約交易維度、關(guān)系維度和團隊成員維度為后面的相關(guān)敘事進行了組織架構(gòu),同時也為改善特崗教師管理提供理論支撐。然后通過田野式跟蹤調(diào)研的形式對三位特崗教師及其學校管理進行了調(diào)查,從進入研究現(xiàn)場、建構(gòu)現(xiàn)場文本到資料編碼與歸類,遵循Clandinin和Connelly的三維敘事空間對故事進行一次歸類、整合,最后的撰寫研究文本按照心理契約理論三個具體維度對故事進行二次厚描、分析。發(fā)現(xiàn)山區(qū)中小學校特崗教師管理的總體狀況不容樂觀,具體存在六個方面的問題:物質(zhì)條件不足挫傷工作積極性、非教學工作量大誘發(fā)職業(yè)倦怠、所教非所學加重教師工作壓力、多方面影響下專業(yè)發(fā)展步履維艱、管理理念陳舊致使管理效果較差、心理問題頻發(fā)難獲學校及時疏導。最后本文在敘事研究與分析的基礎(chǔ)上以心理契約三個維度為側(cè)重,提出了改善特崗教師管理的三個具體策略:以綜合激勵機制為基礎(chǔ)促進特崗教師心理契約穩(wěn)固建構(gòu)、以職業(yè)生涯管理為抓手提升特崗教師與學校契合度、以關(guān)系型領(lǐng)導行為為手段實現(xiàn)特崗教師與學校良性互動,并對每項具體策略進行了細致分析和運用指導,以期為基層學校領(lǐng)導提供建設(shè)性參考意見。
[Abstract]:In "Special post Plan", schools form a phased contractual relationship with special teachers by employing them to establish their rights and obligations. But this only emphasizes a kind of economic relationship contract. The particularity of the special post teachers' work determines that the management of this group can not only depend on the material contract, but also the construction of the psychological contract. Whether it is the psychological contract transaction dimension focusing on the material, the relationship dimension of paying attention to the future development of both sides, or the team member dimension which emphasizes the interpersonal relationship of the organization, it is very important for the formation of the psychological contract of the organization member. As the management level, the school needs to make up for the deficiency of written contract by using the invisible psychological contract, and effectively promote the sense of belonging and satisfaction of the special post teachers to the teaching school, and the sense of responsibility and mission to the development of rural compulsory education. On the basis of extensive and in-depth reading of relevant literature, this study combs the concept of psychological contract and related research, the relevant research of special post teachers, from the perspective of psychological contract transaction, The relationship dimension and the team member dimension provide the organization structure for the related narration, and also provide the theoretical support for improving the post teacher management. Then through the form of field tracking investigation, the author investigates the three special post teachers and their school management, from entering the research site, constructing the field text to the coding and classification of the data. According to the three-dimensional narrative space of Clandinin and Connelly, the story is classified and integrated once, and the final research text is described and analyzed according to the three specific dimensions of psychological contract theory. It is found that the overall situation of special post teachers management in primary and middle schools in mountain areas is not optimistic, and there are six problems in the management: lack of material conditions to dampen work enthusiasm, and non-teaching workload to induce job burnout. Under the influence of many aspects, the professional development is difficult, the management idea is old, the management effect is poor, and the psychological problems occur frequently, which is difficult to get the guidance of the school in time. Finally, on the basis of narrative research and analysis, this paper focuses on the three dimensions of psychological contract, and puts forward three specific strategies to improve the management of special post teachers: to promote the stable construction of psychological contract of special post teachers on the basis of comprehensive incentive mechanism. Taking career management as the starting point to promote the degree of correspondence between teachers and schools, and to realize the positive interaction between teachers and schools by means of relational leadership behavior, the author makes a detailed analysis and application of each specific strategy. With a view to providing constructive reference for grass-roots school leaders.
【學位授予單位】：江南大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G525.1

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