本文選題：社會支持 + 幼兒教師　； 參考：《西南大學(xué)》2007年碩士論文

【摘要】： 教學(xué)效能感是教師對教育作用的認識和對自己在教學(xué)活動中能否有效地完成教學(xué)工作、實現(xiàn)教學(xué)目標的一種能力的主觀判斷與信念。教學(xué)效能感的形成受許多因素的影響，其中，社會支持是不可或缺的因素。本研究旨在考察幼兒教師的社會支持現(xiàn)狀及其社會支持對幼兒教師教學(xué)效能感的影響路徑，為進一步優(yōu)化幼兒教師的成長環(huán)境，提高幼兒教師的教學(xué)效能感，促進幼兒教師的專業(yè)發(fā)展，，增強幼兒教師的心理健康提供理論依據(jù)。 本研究以探討幼兒教師的社會支持現(xiàn)狀以及社會支持對幼兒教師教學(xué)效能感的影響路徑為目的，在已有文獻分析和對幼兒教師進行訪談的基礎(chǔ)上，自編《幼兒教師社會支持與教學(xué)效能感問卷》。采取分層抽樣和整群抽樣相結(jié)合的方法，對重慶、太原、武漢、長沙、北京地區(qū)約400名幼兒教師進行問卷研究。本研究的主要結(jié)論如下： (1)大多數(shù)幼兒教師的總體社會支持處于中等偏上水平，但仍有部分幼兒教師的社會支持水平偏低。在社會支持的各維度上，以情緒性支持水平最高，物質(zhì)性支持水平最低。 (2)已婚與未婚幼兒教師的總體社會支持差異不顯著。僅在陪伴性支持維度上存在顯著差異，已婚幼兒教師的陪伴性支持水平較高。 (3)不同文化程度的幼兒教師在總體社會支持、情緒性支持、信息性支持、陪伴性支持上存在顯著差異。本科學(xué)歷的幼兒教師其總體社會支持、情緒性支持、信息性支持水平高于中專、大專學(xué)歷的教師；中專學(xué)歷幼兒教師的陪伴性支持水平低于大專、本科學(xué)歷教師。 (4)不同職稱的幼兒教師在總體社會支持、物質(zhì)性支持、尊重性支持、情緒性支持上沒有顯薯差異。在信息性支持上，小教二級教師顯著優(yōu)于未評職稱教師、小教一級教師；在陪伴性支持方面，小教高級教師最高。 (5)不同月收入水平的幼兒教師在總體社會支持和其他各因子上均存在極其顯著的差異。月收入水平越高，幼兒教師的各類支持水平和總體的社會支持水平也越高。 (6)不同園所級別的幼兒園教師在總體社會支持水平上不存在顯著差異，僅在信息性支持方面，一級幼兒園教師顯著優(yōu)于二級幼兒園教師。 (7)幼兒教師的社會支持與教學(xué)效能感呈中等程度的正相關(guān)，高、低支持組的幼兒教師其總體教學(xué)效能感水平及各因子均存在極其顯著的差異。 (8)社會支持對幼兒教師教學(xué)效能感水平具有顯著預(yù)測作用。其中，情緒性支持對一般教學(xué)效能感有直接影響；情緒性支持、尊重性支持和陪伴性支持對個人教學(xué)效能感有直接影響。
[Abstract]:The sense of teaching efficacy is the subjective judgment and belief of teachers' understanding of the role of education and whether they can effectively complete the teaching work and achieve the teaching goals in teaching activities. The formation of teaching efficacy is influenced by many factors, among which social support is an indispensable factor. The purpose of this study is to investigate the current situation of preschool teachers' social support and the influence of social support on teachers' sense of teaching efficacy, in order to further optimize the environment of preschool teachers' growth and improve their sense of teaching efficacy. To promote the professional development of preschool teachers, to enhance the mental health of preschool teachers to provide theoretical basis. The purpose of this study is to explore the current situation of preschool teachers' social support and the influence of social support on teachers' sense of teaching efficacy, on the basis of literature analysis and interviews with preschool teachers. The questionnaire of Social support and Teaching efficacy of Preschool Teachers. Using stratified sampling and cluster sampling, about 400 preschool teachers in Chongqing, Taiyuan, Wuhan, Changsha and Beijing were investigated. The main conclusions of this study are as follows: (1) the overall social support of most preschool teachers is in the upper middle level, but there are still some children teachers' social support level is on the low side. In each dimension of social support, emotional support level is the highest and material support level is the lowest. (2) there is no significant difference between married and unmarried preschool teachers in overall social support. There were significant differences only in the dimension of accompanying support, and married preschool teachers had a higher level of accompanying support. (3) the overall social support and emotional support of kindergarten teachers with different education levels were significant. There are significant differences in information support and accompanying support. The overall social support, emotional support and information support level of preschool teachers with undergraduate degree are higher than those with technical secondary school and junior college degree, and the accompanying support level of preschool teachers with technical secondary school degree is lower than that of junior college. (4) there was no significant difference in overall social support, material support, respect support and emotional support among teachers with different titles. In terms of information support, the secondary teachers of primary education are significantly better than teachers of unrated titles and primary teachers of primary education, and in the aspect of accompanying support, (5) there are significant differences in total social support and other factors among preschool teachers with different monthly income levels. The higher the monthly income level, The support level of kindergarten teachers and the overall social support level are also higher. (6) there is no significant difference in the overall social support level among kindergarten teachers of different kindergarten levels. Only in the aspect of information support, the first-level kindergarten teachers were significantly better than the second-level kindergarten teachers. (7) the social support of kindergarten teachers was positively correlated with the sense of teaching efficacy, and was high. In the low support group, there are significant differences in the overall teaching efficacy level and all factors. (8) Social support has a significant predictive effect on the teaching efficacy level of preschool teachers. Among them, emotional support has a direct impact on general teaching efficacy, emotional support, respectful support and accompanying support have a direct impact on personal teaching efficacy.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2007
【分類號】：G615

【引證文獻】

相關(guān)期刊論文 前3條

1 張帆;;論從社會支持系統(tǒng)上減少幼兒教師的流失[J];當(dāng)代學(xué)前教育;2009年03期

2 高萍;張寧;;中小學(xué)教師職業(yè)壓力、社會支持與教學(xué)效能感的關(guān)系研究[J];中國健康心理學(xué)雜志;2009年06期

3 張國艷;王冬蘭;關(guān)瑞;;教師的實踐知識和社會支持:西部地區(qū)農(nóng)村民辦幼兒園發(fā)展的重要動力——以兩位民辦園教師為例[J];幼兒教育;2010年18期

相關(guān)碩士學(xué)位論文 前7條

1 孫紅;幼兒教師工作敬業(yè)度調(diào)查研究[D];河南大學(xué);2010年

2 毛艷美;社會支持與幼兒教師職業(yè)倦怠的關(guān)系研究[D];河南大學(xué);2010年

3 黃倩;幼兒教師科學(xué)教學(xué)效能感的現(xiàn)狀及其與科學(xué)素養(yǎng)的相關(guān)研究[D];東北師范大學(xué);2010年

4 曹雪梅;幼兒教師教學(xué)效能感研究[D];華東師范大學(xué);2010年

5 徐莎莎;幼兒教師主觀幸福感與社會支持關(guān)系研究[D];河南大學(xué);2011年

6 劉福芳;專業(yè)發(fā)展視野下幼兒教師教學(xué)效能感研究[D];南京師范大學(xué);2011年

7 郭翠萍;大學(xué)生社會支持、人際信任及自我和諧的關(guān)系研究[D];哈爾濱師范大學(xué);2011年

本文編號：2106652