【摘要】：在現(xiàn)代學(xué)校的制度框架下,教師會經(jīng)常展現(xiàn)超越學(xué)校正式的規(guī)章制度所要求的沒有納入到評價體系、沒有評價標(biāo)準(zhǔn)的主動行為,但同樣貫策執(zhí)行著學(xué)校的基本教育內(nèi)容。由于學(xué)校管理因素上處于對"小學(xué)教師公民行為"表現(xiàn)的空白時期,導(dǎo)致教師對教師公民行為的意識模糊。通過文獻(xiàn)查閱發(fā)現(xiàn),現(xiàn)階段對于教師組織公民行為的研究較多,而在教師公民行為還欠缺研究。本研究選取延吉市朝、漢小學(xué)各一所的200名教師為研究對象,采用問卷調(diào)查法和訪談?wù){(diào)查法的方法,本研究對延吉市小學(xué)教師共發(fā)放問卷200份,回收有效問卷為189份,有效率為94.5%。為了更好的了解小學(xué)教師公民行為及其管理的現(xiàn)狀,分別對5位教師和2位校長進(jìn)行了訪談,深入地了解了小學(xué)教師公民行為的情況,為本研究的開展提供了有效的保障。主要研究以下內(nèi)容:小學(xué)教師公民行為總體發(fā)展?fàn)顟B(tài);學(xué)校管理因素對小學(xué)教師公民行為影響分析;學(xué)校管理因素對小學(xué)教師公民行為的影響;通過對調(diào)查研究結(jié)果的分析與討論,本研究最終形成以下結(jié)論:本研究對整體樣本的問卷填答情況進(jìn)行了統(tǒng)計分析,得出了以下結(jié)論:小學(xué)教師公民行為總體發(fā)展水平處于較好水平,小學(xué)教師文明公約倡導(dǎo)行為表現(xiàn)最好,小學(xué)教師環(huán)境保護(hù)行為發(fā)展水平最差。學(xué)校管理因素對小學(xué)教師公民行為總體發(fā)展水平有著顯著的影響。小學(xué)教師公民行為各維度與學(xué)歷、職稱有著顯著的正相關(guān)關(guān)系,與性別存在一定差異。通過研究發(fā)現(xiàn),小學(xué)教師的公民行為受到教師管理和學(xué)生教育管理的影響,其中學(xué)校領(lǐng)導(dǎo)對教師公民行為制定的規(guī)章制度、年度考核、小學(xué)教師對學(xué)生的教育、班級文化建設(shè)等因素對小學(xué)教師的公民行為發(fā)展具有非常大的影響�；谝陨涎芯�,本文提出了如下建議:建立教師公民行為評價機(jī)制。組織營造氛圍,同時也要建立健全評價機(jī)制。完善教師公民行為激勵機(jī)制。注重引導(dǎo)教師發(fā)揮積極主動性。學(xué)校要結(jié)合有關(guān)部門進(jìn)行工作分析和職務(wù)說明書完善的工作,結(jié)合過程型的激勵理論對學(xué)校進(jìn)行重新規(guī)劃,主要以激發(fā)教師才智,提高教師的工作滿意度、組織承諾與工作投入,使教師關(guān)注角色內(nèi)的職業(yè)挑戰(zhàn)性與角色外的成就感。營造民主和諧的組織文化學(xué)校要營造良好的組織氛圍,使教師在學(xué)習(xí)型組織建設(shè)中滿足不同程度的需要。
[Abstract]:Under the framework of modern school system, teachers often show the initiative behavior which transcends the formal rules and regulations of the school, which is not included in the evaluation system and has no evaluation criteria, but also carries out the basic educational contents of the school. Because the school management factor is in the blank time to the "elementary school teacher citizen behavior" performance, causes the teacher to teacher's citizen behavior consciousness fuzzy. Through literature review, it is found that there are more researches on teachers' organizational citizenship behavior at present, but there is no research on teachers' citizenship behavior. In this study, 200 teachers from Chao and Han elementary schools in Yanji city were selected as the research objects, and the questionnaire survey and interview method were used. In this study, a total of 200 questionnaires were distributed to the teachers of Yanji primary school, and 189 effective questionnaires were collected. The effective rate is 94. 5%. In order to better understand the current situation of primary school teachers' citizenship behavior and its management, 5 teachers and 2 principals were interviewed, and the situation of primary school teachers' citizenship behavior was deeply understood, which provided an effective guarantee for the development of this study. The main contents are as follows: the general development state of primary school teachers' citizenship behavior, the analysis of the influence of school management factors on primary school teachers' citizenship behavior, the influence of school management factors on primary school teachers' citizenship behavior; Through the analysis and discussion of the results of the investigation, the conclusion is as follows: the questionnaire filling situation of the whole sample is statistically analyzed in this study. The conclusions are as follows: the overall level of development of primary school teachers' citizenship behavior is at a good level, primary school teachers' civilization convention advocates the best behavior, primary school teachers' environmental protection behavior development level is the worst. School management factors have a significant impact on the overall development level of primary school teachers' citizenship behavior. There is a significant positive correlation between the dimensions of primary school teachers' citizenship behavior and academic qualifications and professional titles, and there are some differences between the dimensions and gender. It is found that the civic behavior of primary school teachers is influenced by teacher management and student education management. Among them, school leaders make rules and regulations on teachers' citizenship behavior, annual assessment, primary school teachers' education to students. Class culture construction and other factors have a great impact on the development of civil behavior of primary school teachers. Based on the above research, this paper puts forward the following suggestions: to establish a teacher citizenship behavior evaluation mechanism. The organization creates the atmosphere, also wants to establish the sound appraisal mechanism. We will improve the incentive mechanism for teachers' civic behavior. Pay attention to guide teachers to play active and initiative. The school should combine the work analysis and job description of the relevant departments with the work of perfecting the job description, and replan the school in combination with the process-based incentive theory, mainly in order to stimulate teachers' intelligence and improve teachers' job satisfaction. Organizational commitment and work commitment to make teachers focus on the role of professional challenges and a sense of achievement outside the role. To build a democratic and harmonious school of organizational culture, we should create a good organizational atmosphere so that teachers can meet the needs of different degrees in the construction of learning organizations.
【學(xué)位授予單位】：延邊大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G625.1

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本文編號：2297536