【摘要】： “教師職業(yè)承諾”是教師對其所從事職業(yè)的認同及其從事教學、研究的意愿。職業(yè)承諾高的人更認同和忠誠于所從事的職業(yè)，并對職業(yè)活動比較投入，不愿意變換現(xiàn)在的職業(yè)；而職業(yè)承諾低的人則往往厭倦所從事的職業(yè)，進而在工作中敷衍了事，，甚至消極怠工，并試圖另謀其他職業(yè)。近二三十年來，國外有關教師職業(yè)承諾的研究日益豐富和成熟，而我國也在近幾年對這一課題給予了越來越多的關注。 本研究自行編制了幼兒教師職業(yè)承諾的發(fā)展特點和影響因素問卷，運用問卷調(diào)查法對上海市12所不同體制幼兒園的242名幼兒教師進行了調(diào)查。通過方差分析、驗證性因素分析和協(xié)方差結(jié)構(gòu)模型分析，對職業(yè)承諾的發(fā)展特點及其影響因素進行了深入研究和探討。 研究主要得出了以下結(jié)論： (1)幼兒教師職業(yè)承諾由三個因素構(gòu)成，分別是情感承諾、規(guī)范承諾和繼續(xù)承諾。 (2)幼兒教師職業(yè)承諾的一般特點有如下規(guī)律：總體而言，當前我國幼兒教師職業(yè)承諾的程度一般，屬于中等水平。具體來看，幼兒教師的規(guī)范承諾相對較高，繼續(xù)承諾相對較低，而情感承諾則介于規(guī)范承諾和繼續(xù)承諾之間。 (3)幼兒教師職業(yè)承諾的發(fā)展特點呈現(xiàn)如下規(guī)律：總的來說，0-1年教齡組的承諾程度最高，2-5年教齡組最低，兩個教齡組之間差異非常顯著。在情感承諾和規(guī)范承諾上，0-1年教齡組的承諾最高。在繼續(xù)承諾上，呈現(xiàn)出兩頭高，中間低的趨勢。 (4)影響幼兒教師職業(yè)承諾的個體因素呈現(xiàn)如下規(guī)律：職務、園所級別、幼兒園性質(zhì)、園所規(guī)模和工資水平是影響幼兒教師職業(yè)承諾的重要因素；而婚姻狀況、學歷對職業(yè)承諾則沒有顯著影響。 (5)影響幼兒教師職業(yè)承諾的與專業(yè)發(fā)展相關因素有如下規(guī)律： 教師合作對情感承諾和規(guī)范承諾的影響作用最大；待遇對幼兒教師職業(yè)承諾的影響居于第二位；工作滿意度對承諾的各維度都有影響作用，它還起著中介的作用；研究氛圍、支持氛圍和個人效能感阻礙著教師的職業(yè)承諾。
[Abstract]:Teacher's professional commitment is the teacher's recognition of the profession and his will to do teaching and research. People with high career commitment are more likely to identify with and be loyal to the occupation they are engaged in, and are more committed to their professional activities and are unwilling to change their present occupation. People with low career commitment tend to get tired of what they are doing and then work perfunctorily, or even idle, and try to find other jobs. In the past twenty or thirty years, the research on teachers' professional commitment has become more and more abundant and mature in foreign countries, and our country has paid more and more attention to this subject in recent years. In this study, a questionnaire on the developmental characteristics and influencing factors of preschool teachers' professional commitment was compiled, and 242 preschool teachers in 12 kindergartens in Shanghai were investigated by using the questionnaire method. By means of variance analysis, confirmatory factor analysis and covariance structural model analysis, the development characteristics of career commitment and its influencing factors are deeply studied and discussed. The main conclusions are as follows: (1) Preschool teachers' professional commitment consists of three factors: affective commitment, normative commitment and continuing commitment. (2) the general characteristics of preschool teachers' professional commitment are as follows: generally speaking, the degree of preschool teachers' professional commitment in our country is general, which belongs to the middle level. Specifically, teachers' normative commitment is relatively high, and continuing commitment is relatively low, while emotional commitment is between normative commitment and continuing commitment. (3) the developmental characteristics of preschool teachers' professional commitment are as follows: generally speaking, the teaching age group has the highest level of commitment in 0-1 years, and the lowest in 2-5 years group, and the difference between the two teaching age groups is very significant. In terms of emotional commitment and normative commitment, 0-1 year teaching age group had the highest commitment. In continuing commitment, there is a trend of high and middle low at both ends. (4) the individual factors influencing the preschool teachers' professional commitment are as follows: position, kindergarten level, nature of kindergarten, scale of kindergarten and salary level are the important factors that affect kindergarten teachers' professional commitment; However, marital status and educational background had no significant effect on career commitment. (5) the factors related to professional development of preschool teachers' professional commitment are as follows: teacher cooperation has the greatest influence on emotional commitment and normative commitment; The effect of treatment on preschool teachers' professional commitment is the second; job satisfaction has an impact on all dimensions of commitment, it also plays an intermediary role; research atmosphere, support atmosphere and personal efficacy hinder teachers' career commitment.
【學位授予單位】：華東師范大學
【學位級別】：碩士
【學位授予年份】：2007
【分類號】：G615

【引證文獻】

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