本文選題：教師　切入點(diǎn)：道德情感　出處：《福建師范大學(xué)》2014年碩士論文

【摘要】：教師道德情感的結(jié)構(gòu)是多層次、多側(cè)面且復(fù)雜的。教師情緒一直是關(guān)注和研究的熱點(diǎn),教師道德情感卻沒引起足夠重視。教師道德情感在哲學(xué)和倫理學(xué)的理論很豐富,但在心理學(xué)領(lǐng)域的理論和實(shí)證研究卻很少。因此本研究在文獻(xiàn)分析的基礎(chǔ)上,采用開放性問卷和訪談方法,編制了教師道德情感量表。以福建省教師為被試,采用自編教師道德情感量表、教師職業(yè)認(rèn)同量表(魏淑華,2008)和教師職業(yè)倦怠量表(連榕,2004),以此了解教師道德情感現(xiàn)狀和發(fā)展特點(diǎn)。通過探索教師職業(yè)認(rèn)同、道德情感與職業(yè)倦怠三者之間關(guān)系,揭示教師道德情感的作用機(jī)制。經(jīng)研究得出的結(jié)果如下： (1)自編教師道德情感量表具有良好的信效度,主要包含關(guān)愛感、責(zé)任感、自豪感和尊重感四個(gè)維度。 (2)教師道德情感總體水平較高。具體各維度上,責(zé)任感的得分最高,其次為關(guān)愛感和自豪感,最后是尊重感。 (3)總體上,教師道德情感在性別、學(xué)校性質(zhì)方面存在差異,女教師顯著高于男教師,重點(diǎn)學(xué)校的教師顯著高于非重點(diǎn)學(xué)校。但是在否班主任、年齡、教齡、婚姻、學(xué)歷、職稱、學(xué)校地區(qū)和月收入不存在顯著差異。具體維度上,是班主任與非班主任教師在關(guān)愛感、責(zé)任感、尊重感維度上存在顯著的差異,重點(diǎn)和非重點(diǎn)學(xué)校教師在關(guān)愛感、尊重感上存在顯著差異,不同年齡的教師在關(guān)愛感上存在顯著的差異,不同教齡的教師在關(guān)愛感、責(zé)任感、自豪感、尊重感上存在顯著差異,已婚和未婚教師在尊重感上存在顯著差異,不同職稱教師在關(guān)愛感、責(zé)任感上存在顯著差異,不同學(xué)校所在地教師在關(guān)愛感上存在顯著差異,不同月收入教師在道德情感各維度上不存在顯著差異。 (4)職業(yè)認(rèn)同與道德情感呈顯著正相關(guān),職業(yè)認(rèn)同、道德情感與職業(yè)倦怠呈顯著負(fù)相關(guān)。 (5)在道德情感及其維度、職業(yè)倦怠及其缺乏成就感維度上,高職業(yè)認(rèn)同顯著高于低職業(yè)認(rèn)同；在情緒耗竭、去人性化維度上,高職業(yè)認(rèn)同顯著低于低職業(yè)認(rèn)同。 (6)教師道德情感在職業(yè)認(rèn)同與職業(yè)倦怠之間的沒起到顯著調(diào)節(jié)作用。 (7)道德情感在教師職業(yè)認(rèn)同與職業(yè)倦怠之間起著顯著的部分中介作用。
[Abstract]:The structure of teachers' moral emotion is multi-level, multi-sided and complex.Teachers' emotion has always been the focus of attention and research, but not enough attention has been paid to teachers' moral emotion.The theory of teachers' moral emotion is rich in philosophy and ethics, but there are few theoretical and empirical studies in the field of psychology.On the basis of literature analysis, this study developed the teacher moral emotion scale by using open questionnaire and interview method.Taking Fujian teachers as subjects, teachers' moral emotion scale, teacher professional identity scale (Wei Shu-heng 2008) and teachers' job burnout scale (Lian Rong Chen 2004) were used to understand the current situation and development characteristics of teachers' moral emotion.By exploring the relationship among teachers' professional identity, moral emotion and job burnout, this paper reveals the mechanism of teachers' moral emotion.The results of the study are as follows:1) the teacher's moral emotion scale has good reliability and validity, which includes four dimensions: caring, sense of responsibility, pride and respect.2) the general level of teachers' moral emotion is high.In each dimension, responsibility scored the highest, followed by caring and pride, and respect.(3) on the whole, there are differences in teachers' moral feelings in gender and school nature. Female teachers are significantly higher than male teachers, and teachers in key schools are significantly higher than those in non-key schools.But there are no significant differences in class teacher, age, teaching age, marriage, education, title, school area and monthly income.On the specific dimensions, there are significant differences in the sense of care, responsibility and respect between the teacher in charge of the class and the non-teacher in charge of the class, and in the sense of care and respect among the key and non-key school teachers.Teachers of different ages have significant differences in sense of care, teachers of different teaching years have significant differences in sense of care, responsibility, pride, respect, married and unmarried teachers have significant differences in sense of respect.Teachers with different professional titles have significant differences in their sense of care and responsibility, teachers in different schools have significant differences in their sense of care, and there are no significant differences in the dimensions of moral emotion among teachers with different monthly income.4) there was a significant positive correlation between professional identity and moral emotion, and a significant negative correlation between professional identity and job burnout.5) in the dimensions of moral emotion and its dimensions, job burnout and lack of sense of achievement, high occupational identity is significantly higher than low occupational identity; in emotional exhaustion, dehumanization dimension, high occupational identity is significantly lower than low occupational identity.6) the teacher's moral emotion does not play a significant role in regulating the relationship between occupational identity and job burnout.7) moral emotion plays a significant role in mediating teachers' professional identity and job burnout.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B842.6

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