【摘要】： 幼兒教師的自我效能感是影響教學(xué)質(zhì)量的核心變量之一,是提高幼兒教師素質(zhì)和教學(xué)能力的關(guān)鍵要素,是近年來關(guān)于教師教育的熱點(diǎn)問題之一。 此外,隨著全球教育改革熱潮的到來,教師成為社會(huì)各界關(guān)注的對(duì)象。其中幼兒教師和其他教師一樣是工作壓力高發(fā)人群,他們無(wú)論在工作壓力,還是社會(huì)負(fù)擔(dān)方面,都非常沉重。且與國(guó)外教師相比,國(guó)內(nèi)教師還面臨著競(jìng)崗競(jìng)聘的生存挑戰(zhàn),以致幼兒教師的心理疾病,職業(yè)倦怠,工作無(wú)力感和無(wú)助感問題相當(dāng)普遍。 本研究通過考察幼兒教師的工作壓力源及自我效能感現(xiàn)狀,試圖探討二者的相關(guān)關(guān)系,并確定工作壓力源對(duì)幼兒教師教學(xué)效能感的影響路徑,為進(jìn)一步優(yōu)化幼兒教師的成長(zhǎng)環(huán)境,提高幼兒教師的自我效能,促進(jìn)幼兒教師的專業(yè)發(fā)展,增強(qiáng)幼兒教師的心理健康提供理論依據(jù)。 在查閱國(guó)內(nèi)外大量文獻(xiàn)資料和對(duì)幼兒教師進(jìn)行訪談的基礎(chǔ)上,自編幼兒教師自我效能感問卷,并選取劉力全編制的幼兒教師工作壓力源問卷作為研究工具,在山西省采取分層隨機(jī)抽樣的方式選取各類幼兒園共10所作為樣本園。并對(duì)這些問卷在所選樣本的信效度進(jìn)行了檢驗(yàn),證明它們適用于來自山西的各類幼兒園的590名幼兒教師所組成的樣本。然后使用spss13.0軟件進(jìn)行統(tǒng)計(jì)分析。結(jié)果如下: 1.本研究編制的幼兒教師自我效能感問卷具有良好的信度和效度,可以作為幼兒教師自我效能感的測(cè)量工具。 2.幼兒教師工作壓力源與幼兒教師自我效能均存在顯著負(fù)相關(guān)。 3.幼兒教師工作壓力源是幼兒教師自我效能感的主要預(yù)測(cè)變量。 根據(jù)調(diào)查結(jié)果及幼兒教師的工作實(shí)際,從社會(huì)、學(xué)校和教師個(gè)人三個(gè)角度提出以下對(duì)策和建議: 1.優(yōu)化幼兒教師工作內(nèi)在和外在環(huán)境。提高幼兒教師的待遇和社會(huì)地位,構(gòu)建幼兒教師心理健康的社會(huì)支持系統(tǒng)。 2.加強(qiáng)幼兒教師心理素質(zhì)和心理健康教育。使幼兒教師產(chǎn)生角色認(rèn)同,學(xué)會(huì)存教育活動(dòng)和日�；顒�(dòng)中能夠真實(shí)地感受情緒并恰如其分地控制情緒。 3.促進(jìn)幼兒教師學(xué)會(huì)自我心理調(diào)節(jié)。學(xué)會(huì)正確認(rèn)識(shí)工作壓力,并建立積極的心理防御機(jī)制。
[Abstract]:The self-efficacy of preschool teachers is one of the core variables that affect the quality of teaching. It is the key factor to improve the quality and teaching ability of preschool teachers, and it is one of the hot issues about teacher education in recent years. In addition, with the advent of global education reform, teachers have become the focus of attention. Preschool teachers, like other teachers, have a high incidence of job stress, both in terms of work pressure and social burden. Compared with foreign teachers, domestic teachers also face the challenge of competing for posts, which leads to the common problems of mental illness, job burnout, job powerlessness and helplessness of preschool teachers. By investigating the current situation of working stressors and self-efficacy of preschool teachers, this study attempts to explore the correlation between the two and determine the influence of working stressors on teachers' teaching efficacy. In order to further optimize the growth environment of preschool teachers, improve the self-efficacy of preschool teachers, promote the professional development of preschool teachers, and enhance the mental health of preschool teachers, the theoretical basis is provided. On the basis of consulting a great deal of literature at home and abroad and interviewing preschool teachers, the self-designed questionnaire of preschool teachers' self-efficacy is designed, and Liu Liquan's questionnaire on working stressors of preschool teachers is selected as the research tool. In Shanxi Province, 10 kindergartens were selected as sample gardens by stratified random sampling. The reliability and validity of these questionnaires in the selected samples were tested and proved to be applicable to the samples of 590 kindergarten teachers from Shanxi province. Then use spss13.0 software for statistical analysis. The results are as follows: 1. The questionnaire has good reliability and validity and can be used as a tool to measure the self-efficacy of preschool teachers. 2. There was a significant negative correlation between working stressors and teachers' self-efficacy. 3. The work stressors of preschool teachers are the main predictors of teachers' self-efficacy. According to the results of the investigation and the actual work of preschool teachers, the following countermeasures and suggestions are put forward from the three angles of society, schools and teachers: 1. Optimize the internal and external environment of preschool teachers' work. Improve the treatment and social status of preschool teachers, and build a social support system for mental health of preschool teachers. 2. Strengthen the psychological quality and mental health education of preschool teachers. Make the teacher have the role identity, learn to store the education activity and the daily activity can feel the emotion truly and control the emotion appropriately. 3. To promote preschool teachers to learn self-regulation. Learn to correctly understand job stress and establish positive psychological defense mechanisms.
【學(xué)位授予單位】：山西大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2008
【分類號(hào)】：G615

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 李敏;南京市G區(qū)幼兒教師工作壓力與工作滿意度的調(diào)查研究[D];南京師范大學(xué);2011年

2 莫彥芝;長(zhǎng)沙市公務(wù)員工作壓力、自我效能感與職業(yè)倦怠的關(guān)系研究[D];湖南師范大學(xué);2012年

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本文編號(hào)：2217350