發(fā)布時間：2018-03-23 21:53

  本文選題：中職教師　切入點：主觀幸福感　出處：《江西科技師范大學》2013年碩士論文

【摘要】：對幸福的追求是人類永恒的主題，也是古往今來眾多學者研究和探討的話題之一。中職教師是現(xiàn)今教育體制下常被忽視的群體，同時也是壓力較大的教師群體之一。但是隨著對中職教育的投入，全社會開始重視中職教師的主觀幸福感水平。 研究中職教師的主觀幸福感狀況不僅有助于提升中職教師的工作生活品質，對我國中職教育事業(yè)的發(fā)展也有積極的現(xiàn)實意義。本研究采用《總體幸福感量表》和自編個人訪談問卷對隨機選取的保定市幾所中職學校的320名中職教師進行問卷調(diào)查，得出一些結論：中職教師的主觀幸福感普遍不高，，并且發(fā)現(xiàn)性別、年齡、教齡等因素都在不同程度上對其幸福感產(chǎn)生影響，如女教師的主觀幸福感高于男教師；主觀幸福感隨著年齡和教齡的增長逐漸增強。通過深入訪談更進一步挖掘了讓人堪憂的中職教師主觀幸福感現(xiàn)狀，更加全面地了解了中職教師工作生活中所面臨的壓力和困難。 針對中職教師主觀幸福感的現(xiàn)實狀況從教師自身、學校、社會各個方面剖析其原因。結合實際不難發(fā)現(xiàn)中職教師缺乏對自身職業(yè)的充分認同、身心健康狀況不佳也給他們的工作帶來困擾，導致職業(yè)倦怠等，而學校的招生就業(yè)壓力大、不能給中職教師充足的發(fā)展空間加上中職學生的難管教等等也是降低中職教師主觀幸福感的重要因素，社會層次來看就是對中職教育的不重視以及偏見會轉嫁給中職教師使得中職教師難以獲得幸福感。 最后，為了提升中職教師的主觀幸福感，本研究從教師重視、學校支持、社會認可等三個方面進行深入剖析，提出有效可行的策略來實踐。
[Abstract]:The pursuit of happiness is not only the eternal theme of human beings, but also one of the topics studied and discussed by many scholars throughout the ages. But with the input of secondary vocational education, the whole society began to attach importance to the level of subjective well-being of secondary vocational teachers. To study the subjective well-being of secondary vocational school teachers is not only helpful to improve the quality of work and life of secondary vocational school teachers, It is also of positive practical significance to the development of secondary vocational education in China. In this study, 320 secondary vocational teachers in several secondary vocational schools in Baoding City were investigated by using the General Well-being scale and the self-designed personal interview questionnaire. Some conclusions are drawn: the subjective well-being of secondary vocational school teachers is generally not high, and found that gender, age, teaching age and other factors have a different degree of influence on their well-being, such as female teachers' subjective well-being is higher than male teachers; The subjective well-being gradually increases with the increase of age and teaching age. Through in-depth interviews, it further excavates the worrying situation of secondary vocational teachers' subjective well-being, and comprehensively understands the pressure and difficulties faced by secondary vocational teachers in their work and life. In view of the actual situation of secondary vocational school teachers' subjective well-being, this paper analyzes the reasons from teachers themselves, schools and society. It is not difficult to find that secondary vocational teachers lack the full recognition of their own profession. Poor physical and mental health has also caused problems in their work, resulting in job burnout and so on. The lack of sufficient development space for secondary vocational school teachers and the difficulty in disciplining secondary vocational school students are also important factors in reducing the subjective well-being of secondary vocational school teachers. The social level is that the lack of attention to secondary vocational education and prejudice will be passed on to secondary vocational teachers make it difficult for secondary vocational teachers to obtain happiness. Finally, in order to improve the subjective well-being of secondary vocational school teachers, this study makes a thorough analysis from three aspects: teachers' attention, school support and social recognition, and puts forward effective and feasible strategies to practice.
【學位授予單位】：江西科技師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G715.1

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