本文關(guān)鍵詞： 幼兒教師 心理契約 問卷編制　出處：《浙江師范大學(xué)》2010年碩士論文　論文類型：學(xué)位論文

【摘要】： 幼兒教師心理契約是指幼兒教師對于自己與幼兒園之間相互責(zé)任與義務(wù)的信念系統(tǒng),它包括兩個(gè)方面的內(nèi)容：幼兒教師所認(rèn)知的“幼兒園對幼兒教師的責(zé)任”和“幼兒教師對幼兒園的責(zé)任”。相比經(jīng)濟(jì)契約來說,心理契約的內(nèi)容雖然大多以模糊性和隱含性為特點(diǎn),但它同樣是影響幼兒教師對幼兒園的態(tài)度和行為的決定因素,因而是幼兒園管理的重要理論依據(jù)。 研究目的：(1)編制具有較高信度和效度的幼兒教師心理契約問卷；(2)探討幼兒教師心理契約的內(nèi)容和結(jié)構(gòu)；(3)探討幼兒教師心理契約的內(nèi)部關(guān)系；(4)分析幼兒教師個(gè)人背景特征和幼兒園的背景特征在心理契約上是否有顯著性差異。 研究步驟：(1)本研究根據(jù)文獻(xiàn)綜述、訪談和開放式問卷調(diào)查的結(jié)果,編制了幼兒教師心理契約項(xiàng)目,然后邀請心理學(xué)專家、幼兒教師、學(xué)前教育專業(yè)和心理學(xué)專業(yè)的研究生對每個(gè)維度和項(xiàng)目進(jìn)行詳細(xì)評估,從而形成了幼兒教師心理契約的原始問卷；(2)在預(yù)研究中,根據(jù)探索性因素分析的結(jié)果,抽取了三個(gè)因素,即規(guī)范責(zé)任、發(fā)展責(zé)任、人際責(zé)任,結(jié)構(gòu)清晰,符合理論構(gòu)想,可以作為幼兒教師心理契約的測評工具；(3)在正式研究中,用另外一批被試對問卷進(jìn)行了信效度分析,研究結(jié)果顯示本問卷的信效度良好；(4)在應(yīng)用研究中,根據(jù)正式施測的數(shù)據(jù),對浙江省幼兒教師心理契約的現(xiàn)狀進(jìn)行了研究,分析了幼兒教師心理契約在主要人口統(tǒng)計(jì)學(xué)變量上的差異和幼兒教師心理契約的內(nèi)部關(guān)系。 研究結(jié)論：(1)幼兒教師心理契約包括幼兒園責(zé)任和幼兒教師責(zé)任兩方面,均由三個(gè)因素組成,它們分別是規(guī)范責(zé)任、發(fā)展責(zé)任和人際責(zé)任；(2)幼兒教師心理契約問卷結(jié)構(gòu)合理,信效度良好,既符合我國的社會文化背景,又符合幼兒教師的職業(yè)特點(diǎn),可以作為幼兒教師心理契約的測評工具；(3)“幼兒園人際責(zé)任”對于幼兒教師責(zé)任的三個(gè)維度均有顯著預(yù)測力；“幼兒園發(fā)展責(zé)任”和“幼兒教師發(fā)展責(zé)任”相互有顯著預(yù)測力；“幼兒園人際責(zé)任”和“幼兒教師人際責(zé)任”相互有顯著預(yù)測力；“幼兒園發(fā)展責(zé)任”對于“幼兒教師規(guī)范責(zé)任”具有負(fù)向預(yù)測力；(4)浙江省幼兒教師心理契約在年齡、園齡、學(xué)歷、職稱、年收入、幼兒園類型和勞動關(guān)系類型這7個(gè)人口統(tǒng)計(jì)學(xué)變量上存在顯著差異,而在幼兒園等級、婚姻狀況2個(gè)人口統(tǒng)計(jì)學(xué)變量上沒有顯著差異。
[Abstract]:Preschool teachers' psychological contract refers to their belief system of mutual responsibility and obligation between themselves and kindergarten. It includes two aspects: "responsibility of kindergarten to kindergarten teachers" and "responsibility of kindergarten teachers to kindergarten" as recognized by kindergarten teachers. Although the content of psychological contract is mostly characterized by fuzziness and implicature, it is also the decisive factor that affects the attitude and behavior of kindergarten teachers, so it is the important theoretical basis of kindergarten management. Objective: (1) to develop a questionnaire on preschool teachers' psychological contract with high reliability and validity. (2) to explore the content and structure of preschool teachers' psychological contract. 3) to explore the internal relationship of preschool teachers' psychological contract. 4) to analyze the individual of preschool teachers. Whether there are significant differences between the background features and the background features in the psychological contract. Based on the results of literature review, interviews and open questionnaires, this study developed a psychological contract project for preschool teachers, and then invited psychology experts, preschool teachers, The graduate students majoring in preschool education and psychology made a detailed evaluation of each dimension and project, thus forming the original questionnaire of preschool teachers' psychological contract. (2) in the pre-study, according to the results of exploratory factor analysis, three factors were extracted. That is, normative responsibility, development responsibility, interpersonal responsibility, clear structure, consistent with the theoretical concept, can be used as a child teacher psychological contract assessment tools in the formal study, using another group of subjects to analyze the reliability and validity of the questionnaire. The results show that the reliability and validity of this questionnaire are good. This paper analyzes the differences of preschool teachers' psychological contract in the main demographic variables and the internal relationship of preschool teachers' psychological contract. Conclusion: 1) the psychological contract of preschool teachers includes kindergarten responsibility and kindergarten teacher responsibility, which are composed of three factors: normative responsibility, development responsibility and interpersonal responsibility. 2) the structure of preschool teachers' psychological contract questionnaire is reasonable. The reliability and validity are good, which not only accord with the social and cultural background of our country, but also accord with the professional characteristics of preschool teachers. "interpersonal responsibility of kindergarten" has significant predictive power to the three dimensions of kindergarten teachers' responsibility, and "responsibility for kindergarten development" and "responsibility for early childhood teachers' development" show each other. Predictive power; "interpersonal responsibility of kindergarten" and "interpersonal responsibility of preschool teachers" have significant predictive power; "responsibility for kindergarten development" has negative predictive power for "normative responsibility of kindergarten teachers"; (4) Psychological contract of preschool teachers in Zhejiang Province is in age. There were significant differences in the seven demographic variables of kindergarten age, educational background, professional title, annual income, kindergarten type and labor relationship type, but there was no significant difference in the two demographic variables of kindergarten level and marital status.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2010
【分類號】：G615

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