秦皇島市高校教師主觀幸福感調(diào)查研究
發(fā)布時間：2018-10-09 14:19
【摘要】：隨著高校的擴招和高等教育改革的不斷推進，我國的高等教育也越來越多地受到了社會各界的關(guān)注，教師管理問題、學生管理問題、教學管理體制問題以及和諧校園建設(shè)問題都是普遍受到關(guān)注的焦點。而高校教師作為高校建設(shè)和發(fā)展的主力軍，承擔著教書育人的重任，還擔負著學科建設(shè)、知識創(chuàng)新和科學研究等重要職責，他們更是面臨著前所未有的挑戰(zhàn)和壓力。關(guān)注高校教師主觀幸福感，展開高校教師主觀幸福感的研究，不僅有助于教師自身的身心健康，還有助于學生的成長進步以及整個學校乃至教育事業(yè)的健康發(fā)展。 正是基于這一考慮，本文以文獻分析和調(diào)查研究為基礎(chǔ)，對秦皇島市的高校教師主觀幸福感進行實證研究，，了解高校教師主觀幸福感總體水平，分析影響高校教師主觀幸福感的因素，對提升秦皇島市高校教師主觀幸福感水平提出建議。研究結(jié)果表明，秦皇島市高校教師整體主觀幸福感處于中等偏上水平，對于影響主觀幸福感的因素，本研究選擇了性別、年齡、職稱、婚姻狀況、有無私有住房、學校差異、最高學歷、教齡和年均收入等指標，從生活滿意度、正性情感、負性情感和自述幸福感四個維度進行統(tǒng)計分析。結(jié)果表明，性別在自述幸福感維度上的得分有顯著差異；在自述幸福感維度，年齡、職稱、有無私有住房存在顯著差異；而學校的差異在生活滿意、正性情感兩個維度以及自述幸福感上的得分存在極顯著差異，在負性情感維度上存在顯著差異；婚姻狀況在生活滿意和正性情感維度上的得分存在顯著差異；有無私有住房在生活滿意和正性情感維度上的得分存在顯著差異；最高學歷、教齡和年均收入在四個維度上均不存在顯著差異。最后，研究從教師個人、學校和社會三個方面提出建議以提升高校教師的主觀幸福感水平。
[Abstract]:With the expansion of college enrollment and the continuous promotion of higher education reform, higher education in our country has been paid more and more attention to by all walks of life, teachers' management and students' management. The problems of teaching management system and harmonious campus construction are the focus of attention. As the main force in the construction and development of colleges and universities, college teachers are shouldering the heavy task of teaching and educating people, as well as the important duties of discipline construction, knowledge innovation and scientific research. They are facing unprecedented challenges and pressures. Paying attention to the subjective well-being of college teachers and carrying out the research on the subjective well-being of university teachers are not only helpful to teachers' physical and mental health, but also to the growth and progress of students and the healthy development of the whole school and even the educational cause. On the basis of literature analysis and investigation, this paper makes an empirical study on the subjective well-being of university teachers in Qinhuangdao, and finds out the overall level of subjective well-being of university teachers. This paper analyzes the factors that affect the subjective well-being of college teachers and puts forward some suggestions for improving the subjective well-being of university teachers in Qinhuangdao. The results show that the overall subjective well-being of university teachers in Qinhuangdao is at the middle level. For the factors affecting subjective well-being, this study chose gender, age, professional title, marital status, whether there is a private housing, school differences. The highest educational level, teaching age and average annual income were statistically analyzed from four dimensions: life satisfaction, positive emotion, negative emotion and self-reported well-being. The results showed that there were significant differences in the scores of self-reported well-being in gender, significant differences in self-reported well-being, age, professional title, private housing, and school differences in life satisfaction. There were significant differences in the scores of positive emotion and self-reported well-being, significant differences in negative emotional dimensions, significant differences in marital status between life satisfaction and positive emotional dimensions. There were significant differences in the scores of life satisfaction and positive emotion between private housing and non-private housing, while there was no significant difference in the four dimensions of the highest education, teaching age and average income. Finally, the author puts forward some suggestions from three aspects: individual, school and society in order to improve the subjective well-being of college teachers.
【學位授予單位】：河北科技師范學院
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G645.1
本文編號：2259658
[Abstract]:With the expansion of college enrollment and the continuous promotion of higher education reform, higher education in our country has been paid more and more attention to by all walks of life, teachers' management and students' management. The problems of teaching management system and harmonious campus construction are the focus of attention. As the main force in the construction and development of colleges and universities, college teachers are shouldering the heavy task of teaching and educating people, as well as the important duties of discipline construction, knowledge innovation and scientific research. They are facing unprecedented challenges and pressures. Paying attention to the subjective well-being of college teachers and carrying out the research on the subjective well-being of university teachers are not only helpful to teachers' physical and mental health, but also to the growth and progress of students and the healthy development of the whole school and even the educational cause. On the basis of literature analysis and investigation, this paper makes an empirical study on the subjective well-being of university teachers in Qinhuangdao, and finds out the overall level of subjective well-being of university teachers. This paper analyzes the factors that affect the subjective well-being of college teachers and puts forward some suggestions for improving the subjective well-being of university teachers in Qinhuangdao. The results show that the overall subjective well-being of university teachers in Qinhuangdao is at the middle level. For the factors affecting subjective well-being, this study chose gender, age, professional title, marital status, whether there is a private housing, school differences. The highest educational level, teaching age and average annual income were statistically analyzed from four dimensions: life satisfaction, positive emotion, negative emotion and self-reported well-being. The results showed that there were significant differences in the scores of self-reported well-being in gender, significant differences in self-reported well-being, age, professional title, private housing, and school differences in life satisfaction. There were significant differences in the scores of positive emotion and self-reported well-being, significant differences in negative emotional dimensions, significant differences in marital status between life satisfaction and positive emotional dimensions. There were significant differences in the scores of life satisfaction and positive emotion between private housing and non-private housing, while there was no significant difference in the four dimensions of the highest education, teaching age and average income. Finally, the author puts forward some suggestions from three aspects: individual, school and society in order to improve the subjective well-being of college teachers.
【學位授予單位】：河北科技師范學院
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G645.1
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