本文關(guān)鍵詞： 職業(yè)倦怠 教學(xué)效能感 中職教師　出處：《天津師范大學(xué)》2013年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：本研究運(yùn)用王芳、許燕編制的《中小學(xué)教師職業(yè)倦怠量表》和俞國(guó)良等人修訂的《教師教學(xué)效能感問(wèn)卷》,對(duì)天津市四所中職的217名教師進(jìn)行了調(diào)查。試圖揭示中職教師的職業(yè)倦怠和教學(xué)效能感隨性別、教齡、職稱(chēng)、班主任工作年限以及授課類(lèi)別的變化而改變的特點(diǎn),并進(jìn)一步探索中職教師的職業(yè)倦怠與教學(xué)效能感的關(guān)系。進(jìn)而為教育管理、決策咨詢(xún)提供數(shù)據(jù)支持。 研究結(jié)果表明： ①性別對(duì)職業(yè)倦怠中的認(rèn)知枯竭維度有影響,對(duì)其它三個(gè)維度無(wú)影響；女教師的認(rèn)知枯竭高于男教師；不同性別教師的教學(xué)效能感不存在顯著差異。 ②不同教齡的教師在情緒枯竭、個(gè)人成就感及一般教學(xué)效能感維度上存在顯著差異；教齡為21-25年的教師其情緒枯竭最嚴(yán)重,教齡越長(zhǎng)的教師其個(gè)人成就感越強(qiáng)。 ③不同職稱(chēng)類(lèi)別的教師在情緒枯竭、非人性化、個(gè)人成就感、認(rèn)知枯竭及個(gè)人教學(xué)效能感維度上存在顯著差異；中學(xué)一級(jí)教師的職業(yè)倦怠最嚴(yán)重,教學(xué)效能感得分最低。 ④不同班主任工作總年限的教師的情緒枯竭、個(gè)人成就感、認(rèn)知枯竭及個(gè)人教學(xué)效能感維度上存在顯著差異；隨著班主任工作年限的增長(zhǎng)其情緒枯竭、個(gè)人成就感和個(gè)人教學(xué)效能感也呈現(xiàn)上升趨勢(shì)。 ⑤專(zhuān)業(yè)課教師比基礎(chǔ)課教師更容易出現(xiàn)職業(yè)倦怠,教學(xué)效能感更差。 ⑥個(gè)人教學(xué)效能感與情緒枯竭、非人性化、個(gè)人成就感和認(rèn)知枯竭之間存在著顯著相關(guān)；一般教學(xué)效能感與情緒枯竭、非人性化和個(gè)人成就感之間存在著顯著相關(guān)。 ⑦一般教學(xué)效能感對(duì)情緒枯竭、非人性化兩個(gè)維度有較好的預(yù)測(cè)作用；個(gè)人教學(xué)效能感對(duì)情緒枯竭、非人性化、個(gè)人成就感、認(rèn)知枯竭四個(gè)維度有較好的預(yù)測(cè)作用。 根據(jù)數(shù)據(jù)分析提出了相關(guān)的改善意見(jiàn),希望能夠緩解中職教師職業(yè)倦怠,提高教學(xué)效能感。
[Abstract]:Wang Fang was used in this study. Xu Yan's Job Burnout scale for Primary and Middle School Teachers and Yu Guoliang's revised questionnaire for Teachers' Teaching efficacy were investigated among 217 teachers in four secondary vocational schools in Tianjin. This paper attempts to reveal the burnout of teachers in secondary vocational schools. And teaching efficacy with gender, The characteristics of teaching age, professional title, class teacher's working years and teaching type are changed, and the relationship between burnout and teaching efficacy of secondary vocational school teachers is further explored, thus providing data support for educational management and decision-making consultation. The results show that:. 1 gender had influence on the dimension of cognitive exhaustion in job burnout, but had no effect on the other three dimensions; female teachers had higher cognitive exhaustion than male teachers; there was no significant difference in teaching efficacy of teachers of different sexes. (2) there were significant differences in the dimensions of emotional exhaustion, personal accomplishment and general teaching efficacy among teachers of different teaching years, and the teachers with 21-25 years of teaching experience had the most severe emotional exhaustion, and the teachers with longer teaching years had stronger personal accomplishment. (3) there were significant differences in the dimensions of emotional exhaustion, dehumanization, personal accomplishment, cognitive exhaustion and personal teaching efficacy among teachers of different professional titles, and the teachers of middle school had the most serious job burnout and the lowest score of teaching efficacy. (4) there were significant differences in the dimensions of emotional exhaustion, personal accomplishment, cognitive exhaustion and personal teaching efficacy among teachers with different class teachers' total years of work. Personal achievement and personal teaching efficacy also show an upward trend. 5 Professional teachers are more prone to job burnout and worse teaching efficacy than basic course teachers. 6 there is a significant correlation between personal teaching efficacy and emotional exhaustion, dehumanization, personal accomplishment and cognitive exhaustion, and between general teaching efficacy and emotional exhaustion, dehumanization and personal accomplishment. (7) General teaching efficacy can predict emotional exhaustion and dehumanization, and personal teaching efficacy can predict emotional exhaustion, dehumanization, personal accomplishment and cognitive exhaustion. According to the data analysis, the author puts forward some suggestions to improve the teachers' job burnout and improve their teaching efficacy.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：G715.1

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