本文選題：中職教師 + 職業(yè)壓力��； 參考：《天津師范大學(xué)》2013年碩士論文

【摘要】：中職教師是我國教師隊伍的重要組成部分,因其工作對象和工作內(nèi)容而有其鮮明的特殊性,因此,中職教師有著不同于普通教育教師的職業(yè)壓力。適度的職業(yè)壓力有助于中職教師的成長,但過高的職業(yè)壓力不僅有害于中職教師的身心健康,更不利于中職生的身心發(fā)展和中職培養(yǎng)目標(biāo)的全部實現(xiàn)。 本文結(jié)合國內(nèi)外有關(guān)教師職業(yè)壓力研究的成果,采用問卷調(diào)查的方法,輔之以訪談法,對天津市北辰區(qū)中職教師的職業(yè)壓力狀況進行了調(diào)查。結(jié)果顯示：北辰區(qū)中職教師群體的職業(yè)壓力感較大；位居壓力源前三位的是,“學(xué)生素質(zhì)差”“自己學(xué)校招生數(shù)量不穩(wěn)定”和“福利待遇不高生活質(zhì)量低”,且所有被試都感到壓力很大；不同性別、教齡、學(xué)歷、年齡、職稱、崗位(班主任崗與非班主任崗,專業(yè)教師崗與文化教師崗)的中職教師均在某些維度上存在著壓力的差異性。 根據(jù)調(diào)查結(jié)果,筆者從個人、學(xué)校、社會三方面提出了具有針對性的應(yīng)對策略。從個人方面來講,作為一名中職教師,要根據(jù)中職生的特點和中職校的培養(yǎng)目標(biāo),調(diào)整好心態(tài),設(shè)定合理的期望值,并學(xué)會運用一些策略進行有效的自我心理調(diào)節(jié)；從學(xué)校方面來講,要堅持“以服務(wù)為宗旨,以就業(yè)為導(dǎo)向”的辦學(xué)理念,在建立健全管理制度的同時,加強中職教師的崗前、職后培訓(xùn),增強其抵御壓力的能力；從社會方面來講,要切實提高中職教師的社會地位和工資待遇,為他們營造和諧健康的社會氛圍。
[Abstract]:Secondary vocational school teachers are an important part of the teaching team in our country. Because of their working objects and contents, secondary vocational teachers have their own distinctive particularities. Therefore, secondary vocational school teachers have different professional pressures from general education teachers.Moderate occupational pressure is conducive to the growth of secondary vocational teachers, but too high occupational pressure is not only harmful to the physical and mental health of secondary vocational teachers, but also to the physical and mental development of secondary vocational students and the realization of the goal of vocational training.Based on the research results of teachers' occupational stress at home and abroad, this paper makes an investigation on the vocational stress of secondary vocational teachers in Beichen District of Tianjin by means of questionnaire survey and interview.The results show that the teachers in Beichen District have a greater sense of occupational stress, and the top three sources of stress are "poor quality of students", "unstable number of enrollment in their own schools" and "low quality of life with low welfare benefits".And all the subjects felt the pressure; different gender, teaching age, educational background, age, professional title, post (head teacher post and non-head teacher post),Professional teacher post and culture teacher post) there are pressure differences in some dimensions.According to the results of the investigation, the author puts forward corresponding strategies from three aspects: individual, school and society.From the personal point of view, as a secondary vocational teacher, according to the characteristics of secondary vocational school students and the training goals of secondary vocational schools, adjust the mentality, set reasonable expectations, and learn to use some strategies for effective self-psychological adjustment;From the school aspect, we should adhere to the "service as the purpose, employment-oriented" school concept, in the establishment of a sound management system, to strengthen the pre-post and post-service training of secondary vocational school teachers, to enhance their ability to resist pressure;From the social point of view, it is necessary to improve the social status and salary of secondary vocational school teachers and create a harmonious and healthy social atmosphere for them.
【學(xué)位授予單位】：天津師范大學(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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本文編號：1767644