【摘要】：本研究在前人研究的基礎(chǔ)上,提出教師職業(yè)幸福感結(jié)構(gòu)的理論構(gòu)想為5個(gè)因素,在理論構(gòu)想中社會(huì)支持這一維度包含同事、領(lǐng)導(dǎo)、學(xué)生三方面的支持,確定問卷由7個(gè)因素組成,共36個(gè)題項(xiàng)。這7個(gè)因素分別是:組織承諾、同事關(guān)系、工作吸引力、軀體健康、工作成效、工作動(dòng)機(jī)、領(lǐng)導(dǎo)關(guān)系,考查了自編問卷的信效度,并且調(diào)查了貴陽市南明小學(xué)教師職業(yè)幸福感的基本狀況,考查其性別、年齡、教齡、任教學(xué)科、是否擔(dān)任班主任和骨干教師等背景變量對(duì)小學(xué)教師職業(yè)幸福感的影響,最后針對(duì)小學(xué)教師的職業(yè)幸福感現(xiàn)狀提出了幾點(diǎn)建議。本研究的主要結(jié)果為:(1)男女教師在工作成效和工作動(dòng)機(jī)上存在顯著差異,女教師幸福感強(qiáng)于男教師;(2)30-40歲組老師在軀體健康方面明顯低于其他組;(3)30年教齡級(jí)以上組教師在組織承諾和同事關(guān)系上顯著低于其他組;16--29年組在工作成效上顯著高于其他組;(4)語文組教師在組織承諾、工作成效、工作動(dòng)機(jī)和領(lǐng)導(dǎo)關(guān)系上顯著高于其他組;(5)班主任在領(lǐng)導(dǎo)關(guān)系上顯著高于其他組;(6)骨干教師在工作成效上高于非骨干教師。
[Abstract]:On the basis of previous studies, this study puts forward that the theoretical conception of teachers' occupational well-being structure is five factors. The dimension of social support in the theoretical conception includes the support of colleagues, leaders and students. The questionnaire consists of 7 factors and 36 items. The seven factors were: organizational commitment, coworker relationship, job attractiveness, physical health, job achievement, work motivation, leadership relationship. It also investigates the basic status of teachers' occupational well-being in Naming primary school in Guiyang, and examines the influence of background variables, such as gender, age, teaching subjects, whether they are teachers in charge of class and backbone teachers, on the occupational well-being of primary school teachers. Finally, the author puts forward some suggestions on the present situation of occupational well-being of primary school teachers. The main results of this study are as follows: (1) there are significant differences between male and female teachers in work achievement and motivation. The well-being of female teachers was stronger than that of male teachers; (2) the teachers of 30-40 years old group were significantly lower than other groups in physical health; (3) the teachers of 30-year teaching age group were significantly lower in organizational commitment and coworker relationship than other groups in 16-29 years. In other groups; (iv) language group teachers are organizing commitments, Work effect, work motivation and leadership relationship are significantly higher than other groups; (5) the head teacher is significantly higher than other groups in leadership relationship; (6) backbone teachers work better than non-backbone teachers.
【學(xué)位授予單位】：貴州師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G625.1

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 李志梅;;影響教師幸福感因素探析[J];科教導(dǎo)刊(上旬刊);2013年08期

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本文編號(hào)：2179752