本文選題：中專教師　切入點(diǎn)：工作滿意度　出處：《河北師范大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：改革開放以來，國家不斷的對中專教育進(jìn)行改革，但中專教育依然存在著許多問題，其中中專教育改革和發(fā)展的需要與教師隊(duì)伍的現(xiàn)狀不相適應(yīng)的矛盾還比較顯著。尤其是在對中專教師的管理工作上面，比如，對教師的工作滿意度的管理與提高，建立的相關(guān)激勵(lì)措施等。而職業(yè)教育的改革發(fā)展及技術(shù)型人才是經(jīng)濟(jì)得以更好發(fā)展的有力支撐。因此如何建立一支“數(shù)量多、素質(zhì)高、專業(yè)強(qiáng)化、結(jié)構(gòu)優(yōu)化、工作積極性高”的中專教師隊(duì)伍，，為社會經(jīng)濟(jì)的發(fā)展培養(yǎng)技術(shù)型、技能型的優(yōu)質(zhì)人才突顯的更加迫切。 我們可以看出，中專學(xué)校在中等教育中的特殊地位，且少有人研究中專學(xué)校教師的工作滿意度，故而，本研究選取“中專學(xué)校教師”作為研究對象，研究中專學(xué)校教師的工作滿意度。筆者決定采用實(shí)證方法，并在借鑒了相關(guān)激勵(lì)理論的基礎(chǔ)上，對中專學(xué)校的教師進(jìn)行相關(guān)的調(diào)查，希冀能在此基礎(chǔ)上提煉和歸納出影響中專教師的工作積極性的激勵(lì)因素，并能夠探索出適合中專學(xué)校教師的激勵(lì)措施，期望能夠?yàn)樨S富拓展該領(lǐng)域的研究盡自己的微薄之力，同時(shí)也期望能夠?yàn)橹袑W(xué)校在管理中如何不斷提升教師的教育管理工作提供一些有益的幫助。 本研究結(jié)論如下： 總的來看，中專學(xué)校教師被試的工作滿意度處于中等略偏上水平，由此可以認(rèn)為，中專學(xué)校教師被試的總體工作滿意度及其各個(gè)維度上的工作滿意度一般。 不同性別的中專學(xué)校教師被試在工作滿意度及其各維度上的平均得分均不存在顯著差異，表明中專學(xué)校教師被試的工作滿意度不受性別的影響。 不同年齡中專學(xué)校教師被試在工作滿意度總得分上具有極顯著差異，從具體維度上看，不同年齡中專學(xué)校教師被試在經(jīng)濟(jì)報(bào)酬、培訓(xùn)晉升、人際關(guān)系和工作本身這四個(gè)維度上的得分具有顯著或極顯著差異。這表明，中專學(xué)校教師被試的工作滿意度總體上受年齡因素的影響。 未婚教師被試和已婚教師被試在工作滿意度總分沒有顯著差異，這表明中專學(xué)校教師被試的工作滿意度在總體上不受婚姻的影響； 在工作滿意度的總分上，不同學(xué)歷中專教師被試存在顯著差異。從具體維度上看，不同學(xué)歷的中專教師被試在“工作滿意度”以及“經(jīng)濟(jì)報(bào)酬”、“領(lǐng)導(dǎo)管理”、“培訓(xùn)晉升”和“工作本身”這四個(gè)維度上的得分具有顯著差異。 在工作滿意度的總分上，不同教齡的中專學(xué)校教師被試不存在顯著差異。從具體維度上看，不同教齡的中專學(xué)校教師被試在培訓(xùn)晉升與工作本身這兩個(gè)維度上的得分具有顯著差異。 在工作滿意度的總分上，不同職稱的中專學(xué)校教師被試存在極顯著差異。 在工作滿意度的總分上，不同月實(shí)際收入的中專學(xué)校教師被試不存在顯著差異。這表明，中專學(xué)校教師被試的工作滿意度總體上不受月實(shí)際收入的影響。但從具體維度上看，不同月實(shí)際收入的中專學(xué)校教師被試在經(jīng)濟(jì)報(bào)酬和工作本身這兩個(gè)維度上具有顯著或極顯著差異。 總之，建設(shè)合理的適合中專學(xué)校教師的激勵(lì)機(jī)制，能夠高度調(diào)動(dòng)中專學(xué)校教師工作積極性并能引導(dǎo)和激勵(lì)教師在學(xué)校教育教學(xué)工作中的優(yōu)化行為，以此來體現(xiàn)出對中專學(xué)校教師工作滿意度的實(shí)證研究價(jià)值。
[Abstract]:Since the reform and opening up, the state has the right to reform secondary education, secondary education, but there are still many problems, which need teachers and contradictions of the status quo of secondary vocational education reform and development does not adapt is significant. Especially as above, in the secondary school teachers management work such as the management of teachers and to improve job satisfaction, establish the relevant incentive measures. The reform and development and technical personnel occupation education is a strong support to better the economic development. So how to establish a "quantity, quality, structure optimization, strengthening professional, proactive" secondary school teachers, training mode for social development economy, skilled high-quality talent to highlight more and more urgent.
We can see that the special status of secondary schools in secondary education, and few people study on secondary school teachers' job satisfaction, therefore, this study selected the "secondary school teachers" as the research object, research of secondary school teachers' job satisfaction. The author decided to adopt empirical methods, and drawing on the basis of motivation theory on the related survey of secondary school teachers, hope on the basis of refining and summed up the impact factors of incentive work enthusiasm of secondary school teachers, and to explore suitable for secondary school teachers incentive measures, expecting to enrich the research in this field to do their modest, but also expect to be able to to provide some useful help for the secondary schools in the management of how to improve the teachers' education and management work.
The conclusions of this study are as follows:
Generally speaking, the job satisfaction of teachers in secondary school is at a slightly higher level. Therefore, it can be considered that the overall job satisfaction of teachers in secondary vocational schools and their job satisfaction in various dimensions are generally.
There is no significant difference in the average scores of job satisfaction and their dimensions among secondary school teachers with different gender, indicating that job satisfaction of teachers in secondary vocational school is not affected by gender.
Secondary school teachers of different ages were significant differences in the total score of job satisfaction, judging from the specific dimensions of secondary school teachers of different ages were tested in the economic rewards, training and promotion, interpersonal relationship and job scores on the four dimensions have significant or very significant difference. This shows that the overall job satisfaction of teachers secondary school subjects by age factors.
There is no significant difference in the total score of job satisfaction between unmarried teachers and married teachers, which indicates that the job satisfaction of teachers in secondary vocational school is not affected by marriage in general.
In job satisfaction score, secondary education teachers of different subjects have significant differences. Judging from the specific dimensions of different academic subjects in the secondary school teachers "job satisfaction" and "economic compensation", "management", "promotion of training" and "work" scores on the four dimensions have significant the difference.
On the total score of job satisfaction, there is no significant difference between the teachers of secondary school teachers with different teaching ages. From the specific dimensions, the scores of secondary school teachers with different teaching age have significant differences in the two dimensions of training promotion and work itself.
In the total score of job satisfaction, there are very significant differences between teachers in secondary schools with different titles.
In job satisfaction score, different months of the actual income of the secondary school teachers were tested do not exist significant differences. This indicates that the secondary school teachers' job satisfaction were tested on the whole is not affected by the month of actual income. But judging from the specific dimensions, different months of the actual income of the secondary school teachers were tested in the economic compensation and the work itself on these two dimensions have significant or very significant difference.
In short, the construction of incentive mechanism suitable for secondary school teachers, optimizing the behavior of secondary school teachers mobilize the work enthusiasm and to inspire and guide teachers in the school education and teaching work can, in order to reflect the value of empirical research of secondary school teachers' job satisfaction.

【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G715.1

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