本文關(guān)鍵詞：甘肅大學(xué)英語(yǔ)教師社會(huì)支持、職業(yè)幸福感與專業(yè)發(fā)展的關(guān)系研究

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【摘要】：隨著大學(xué)英語(yǔ)教學(xué)的改革和發(fā)展，作為大學(xué)英語(yǔ)教育的推動(dòng)者和實(shí)踐者并承擔(dān)著較重工作量的大學(xué)英語(yǔ)教師，其專業(yè)發(fā)展問(wèn)題也受到了廣泛的關(guān)注。然而，，大學(xué)英語(yǔ)教師的研究往往僅僅集中于他們的專業(yè)發(fā)展，卻忽視了由于相對(duì)薄弱的社會(huì)支持和相對(duì)較低的職業(yè)幸福感水平所導(dǎo)致的專業(yè)發(fā)展中的偶然的低效率現(xiàn)象。本研究的目的是為了探討大學(xué)英語(yǔ)教師這一特殊群體社會(huì)支持和職業(yè)幸福感與專業(yè)發(fā)展之間的關(guān)系，以及社會(huì)支持在多大程度上可以預(yù)測(cè)大學(xué)英語(yǔ)教師的職業(yè)幸福感,社會(huì)支持和職業(yè)幸福感分別在多大程度上可以預(yù)測(cè)大學(xué)英語(yǔ)教師的專業(yè)發(fā)展，以及社會(huì)支持的哪幾個(gè)維度對(duì)職業(yè)幸福感具有預(yù)測(cè)作用，社會(huì)支持和職業(yè)幸福感的哪些維度分別對(duì)大學(xué)英語(yǔ)教師的專業(yè)發(fā)展具有預(yù)測(cè)作用。 研究者采用問(wèn)卷調(diào)查的方式，分別以《社會(huì)支持評(píng)定量表》，《教師職業(yè)幸福感問(wèn)卷》和《教師專業(yè)發(fā)展需求問(wèn)卷》為調(diào)查工具，以甘肅省五所大學(xué)的100名大學(xué)英語(yǔ)教師為研究對(duì)象，并使用SPSS軟件對(duì)數(shù)據(jù)進(jìn)行分析。研究結(jié)果表明甘肅大學(xué)英語(yǔ)教師社會(huì)支持和職業(yè)幸福感呈顯著正相關(guān)，社會(huì)支持和職業(yè)幸福感與專業(yè)發(fā)展均呈顯著正相關(guān)；社會(huì)支持對(duì)職業(yè)幸福感具有較強(qiáng)的預(yù)測(cè)作用；社會(huì)支持分別對(duì)大學(xué)英語(yǔ)教師的職業(yè)幸福感和專業(yè)發(fā)展具有良好的預(yù)測(cè)作用。研究結(jié)果還表明，社會(huì)支持的主觀支持和對(duì)支持的利用度兩個(gè)維度對(duì)教師的職業(yè)幸福感具有較強(qiáng)的正向預(yù)測(cè)作用;職業(yè)幸福感的工作環(huán)境維度和人際關(guān)系維度對(duì)大學(xué)英語(yǔ)教師的專業(yè)發(fā)展具有良好的正向預(yù)測(cè)作用；社會(huì)支持的主觀支持和客觀支持兩個(gè)維度對(duì)大學(xué)英語(yǔ)教師專業(yè)發(fā)展具有良好的預(yù)測(cè)作用。 因此，社會(huì)支持和職業(yè)幸福感的提升對(duì)于大學(xué)英語(yǔ)教師的專業(yè)發(fā)展而言是至關(guān)重要的，社會(huì)支持對(duì)大學(xué)英語(yǔ)教師而言是一種寶貴的資源，職業(yè)幸福感對(duì)于大學(xué)英語(yǔ)教師的專業(yè)發(fā)展也具有重要意義，換言之，希望通過(guò)提升他們的職業(yè)幸福感促進(jìn)其課堂有效性的提高，并倡導(dǎo)通過(guò)大學(xué)管理者和教師自身努力，共同推動(dòng)其專業(yè)發(fā)展。研究者期望可以開啟源自學(xué)校、其他社會(huì)組織以及大學(xué)英語(yǔ)教師自身之間的對(duì)話，加強(qiáng)溝通，增進(jìn)交流，提高對(duì)大學(xué)英語(yǔ)教師的社會(huì)支持度和職業(yè)幸福感，最終促進(jìn)大學(xué)英語(yǔ)教師長(zhǎng)期的專業(yè)發(fā)展。
【關(guān)鍵詞】：大學(xué)英語(yǔ)教師 社會(huì)支持 職業(yè)幸福感 專業(yè)發(fā)展
【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G443;H319
【目錄】：

• Abstract8-10
• 摘要10-11
• List of Tables11-13
• Chapter 1 Introduction13-17
• 1.1 Background to the Study13-14
• 1.2 Purposes and Significance14-17
• Chapter 2 Literature Review17-27
• 2.1 Review on Social Support17-20
• 2.2 Review on Occupational Well-being20-22
• 2.3 Review on Professional Development22-25
• 2.4 Review on the Relationships among Social Support, Occupational Well-being and Professional Development25-27
• Chapter 3 Theoretical Bases27-30
• 3.1 Buffer Hypothesis27-28
• 3.2 Constructivism28-29
• 3.3 Mediational Model29-30
• Chapter 4 Methodology30-34
• 4.1 Research Questions30
• 4.2 Subjects30-31
• 4.3 Instruments31-32
• 4.3.1 Social Support Rating Scale31
• 4.3.2 Occupational Well-being Questionnaire31-32
• 4.3.3 Professional Development Questionnaire32
• 4.4 Procedures32-33
• 4.5 Data Collection33-34
• Chapter 5 Results and Discussion34-69
• 5.1 Results from the Analyses of College English Teachers’ Social Support in Gansu34-40
• 5.1.1 General Condition of College English Teachers’ Social Support in Gansu34
• 5.1.2 Comparison of College English Teachers’ Social Support across Different Genders34-35
• 5.1.3 Comparison of College English Teachers’ Social Support across Different Age35-36
• 5.1.4 Comparison of College English Teachers’ Social Support across Different Marital Statuses36
• 5.1.5 Comparison of College English Teachers’ Social Support across Different Educational Background36-37
• 5.1.6 Comparison of College English Teachers’ Social Support across Different Total Years in Teaching37-39
• 5.1.7 Comparison of College English Teachers’ Social Support across Different Academic Titles39
• 5.1.8 Comparison of College English Teachers’ Social Support across Different Income39-40
• 5.2 Results from the Analysis of the College English Teachers’ Occupational Well-being in Gansu40-49
• 5.2.1 General Condition of College English Teachers’ Occupational Well-being in Gansu40-41
• 5.2.2 Comparison of College English Teachers’ Occupational Well-being across Different Genders41-42
• 5.2.3 Comparison of College English Teachers’ Occupational Well-being across Different Age42-43
• 5.2.4 Comparison of College English Teachers’ Occupational Well-being across Different Marital Statuses43-44
• 5.2.5 Comparison of College English Teachers’ Occupational Well-being across Different Educational Background44-45
• 5.2.6 Comparison of College English Teachers’ Occupational Well-being across Different Total Years in Teaching45-47
• 5.2.7 Comparison of College English Teachers’ Occupational Well-being across Different Academic Titles47-48
• 5.2.8 Comparison of College English Teachers’ Occupational Well-being across Different Income3648-49
• 5.3 Results from the Analysis of the College English Teachers’ Professional Development in Gansu49-56
• 5.3.1 General Condition of College English Teachers’ Professional Development in Gansu49-50
• 5.3.2 Comparison of College English Teachers’ Professional Development across Different Genders50
• 5.3.3 Comparison of College English Teachers’ Professional Development across Different Age50-51
• 5.3.4 Comparison of College English Teachers’ Professional Development across Different Marital Statuses51-52
• 5.3.5 Comparison of College English Teachers’ Professional Development across Different Educational Background52-53
• 5.3.6 Comparison of College English Teachers’ Professional Development across Different Total Years in Teaching53-54
• 5.3.7 Comparison of College English Teachers’ Professional Development across Different Academic Titles54-55
• 5.3.8 Comparison of College English Teachers’ Professional Development across Different Income55-56
• 5.4 Correlation Analyses among Social Support, Occupational Well-being and Professional Development56-61
• 5.4.1 Correlation Analyses between Social Support and Occupational Well-being56-57
• 5.4.2 Correlation Analyses between Occupational Well-being and Professional Development57-59
• 5.4.3 Correlation Analyses between Social Support and Professional Development59-61
• 5.5 Multiple Regression Analyses of the Relationships among Social Support, Occupational Well-being and Professional Development61-65
• 5.5.1 Multiple Regression Analyses of Predicting Effects of Social Support on Occupational Well-being61-63
• 5.5.2 Multiple Regression Analyses of Predicting Effects of Occupational Well-being on Professional Development63-64
• 5.5.3 Multiple Multiple Regression Analyses of Predicting Effects of Social Support on Professional Development64-65
• 5.6 Discussion65-69
• Chapter 6 Conclusions, Suggestions and Limitations69-74
• 6.1 Conclusions69-70
• 6.2 Suggestions for College Administrators and College English Teachers70-73
• 6.2.1 Suggestions for College Administrators70-71
• 6.2.2 Suggestions for College English Teachers71-73
• 6.3 Limitations73-74
• References74-79
• Appendix Ⅰ79-81
• Appendix Ⅱ81-83
• Appendix Ⅲ83-85
• Acknowledgements85

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