本文選題：初中教師 + 職業(yè)壓力　； 參考：《安徽師范大學(xué)》2004年碩士論文

【摘要】： 隨著教育改革的深入發(fā)展，教師職業(yè)壓力問題日益凸顯，并成為眾多研究者關(guān)注的焦點(diǎn)。本研究以初中教師的職業(yè)壓力為研究對(duì)象，嘗試對(duì)這一問題作初步探討。 本文在問卷調(diào)查的基礎(chǔ)上，結(jié)合訪談法和文獻(xiàn)法，對(duì)初中教師職業(yè)壓力現(xiàn)狀進(jìn)行了初步研究，并得出如下結(jié)論：1、初中教師普遍承受著較大的職業(yè)壓力。在全部調(diào)查對(duì)象中，，有80.28％的初中教師認(rèn)為自己“壓力較大”或“壓力很大”。2、職業(yè)壓力在促進(jìn)初中教師專業(yè)發(fā)展的同時(shí)，也對(duì)教師的生理狀況及教育教學(xué)行為，尤其是對(duì)教師的心理健康產(chǎn)生了較多的負(fù)面影響。3、初中教師職業(yè)壓力的主要來源依次是學(xué)生因素、考試因素、經(jīng)濟(jì)收入、社會(huì)期望、工作負(fù)荷、學(xué)校人事改革及自我專業(yè)發(fā)展需要等。4、不同背景因素教師的職業(yè)壓力既有相似性，又各有特點(diǎn)。 針對(duì)初中教師職業(yè)壓力現(xiàn)狀，根據(jù)教師職業(yè)壓力的產(chǎn)生機(jī)制，筆者提出以下緩解教師職業(yè)壓力的措施：1、提高教師的經(jīng)濟(jì)地位，增強(qiáng)教師職業(yè)的吸引力；2、建立對(duì)教師的合理期望，增進(jìn)社會(huì)和家長對(duì)教師工作的理解與支持。3、減輕教師工作負(fù)擔(dān)，賦予教師專業(yè)發(fā)展的自主支配時(shí)間。4、改革教師評(píng)價(jià)制度，建立發(fā)展性教師評(píng)價(jià)機(jī)制。5、完善學(xué)校人事制度，建立科學(xué)公平的教師聘任制。6、提高教師心理保健意識(shí)，增強(qiáng)教師自我調(diào)控壓力的能力。
[Abstract]:With the further development of educational reform, the problem of teachers' professional pressure is becoming increasingly prominent, and has become the focus of attention of many researchers. This research takes the junior middle school teachers' occupational pressure as the research object, attempts to make the preliminary discussion to this question. On the basis of questionnaire investigation, combined with interview method and literature method, this paper makes a preliminary study on the present situation of junior high school teachers' occupational stress, and draws the following conclusion: 1: 1, junior middle school teachers generally bear greater professional pressure. Among all the subjects, 80.28% of the junior middle school teachers thought that they were under "great pressure" or "great pressure". The occupational pressure not only promoted the professional development of junior middle school teachers, but also affected the teachers' physiological condition and teaching behavior. In particular, it has more negative effects on teachers' mental health. The main sources of occupational stress of junior middle school teachers are student factors, examination factors, economic income, social expectations, workload, etc. School personnel reform and self-professional development need. 4, different background factors teachers have similarities, but also have their own characteristics. In view of the present situation of teachers' occupational pressure in junior high school, according to the generation mechanism of teachers' professional pressure, the author puts forward the following measures to alleviate the teachers' professional pressure: 1, to improve the teachers' economic status, to enhance the attraction of the teachers' profession, and to establish the reasonable expectation to the teachers. To enhance the understanding and support of teachers' work in society and parents, to lighten the burden of teachers' work, to give teachers' professional development the discretionary time of .4. to reform the teacher evaluation system, to establish a developmental teacher evaluation mechanism, and to perfect the school personnel system. To establish a scientific and fair teacher appointment system. 6, to improve teachers' awareness of mental health care and to enhance teachers' ability to self-control pressure.
【學(xué)位授予單位】：安徽師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2004
【分類號(hào)】：G443

【引證文獻(xiàn)】

相關(guān)期刊論文 前3條

1 張成榮;;中學(xué)教師工作倦怠影響因素之探析[J];科技信息;2009年36期

2 馬娟;陳旭;;職業(yè)壓力對(duì)中小學(xué)教師課堂互動(dòng)行為的影響[J];中小學(xué)管理;2006年07期

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相關(guān)碩士學(xué)位論文 前10條

1 黃亮力;職業(yè)壓力對(duì)湘西苗族中學(xué)教師心理健康的影響[D];吉林大學(xué);2011年

2 王婷婷;中學(xué)新入職地理教師心理壓力分析與策略研究[D];陜西師范大學(xué);2011年

3 段冬梅;包頭市中小學(xué)教師工作壓力源—工作控制感—職業(yè)倦怠的關(guān)系研究[D];內(nèi)蒙古師范大學(xué);2011年

4 戚巍;大連開發(fā)區(qū)小學(xué)高段班主任壓力源研究[D];遼寧師范大學(xué);2011年

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6 趙積瓊;新疆維漢初中教師職業(yè)壓力探析[D];新疆師范大學(xué);2006年

7 湯艷清;中師畢業(yè)生生涯發(fā)展研究[D];華東師范大學(xué);2007年

8 丁玉蓮;柳州市初中教師心理健康狀況調(diào)查及對(duì)策研究[D];廣西師范大學(xué);2007年

9 安曉鏡;中小學(xué)教師工作特征、工作倦怠與工作績效之間的關(guān)系[D];天津師范大學(xué);2007年

10 鄧密;湘西民族地區(qū)高職院校教師職業(yè)壓力狀況研究[D];湖南師范大學(xué);2008年

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