本文選題：職業(yè)倦怠 + 高中��； 參考：《五邑大學(xué)》2017年碩士論文

【摘要】：本研究利用教師職業(yè)倦怠MBI問卷,通過調(diào)查問卷法和訪談法,對(duì)某市155名高中政治教師進(jìn)行職業(yè)倦怠的調(diào)查。對(duì)153份有效問卷獲得的數(shù)據(jù),用IBM-SPSS軟件進(jìn)行數(shù)據(jù)統(tǒng)計(jì)與分析。結(jié)果發(fā)現(xiàn):(1)某市高中政治教師職業(yè)倦怠總體水平比較嚴(yán)重;(2)從人口學(xué)變量來看,教齡對(duì)職業(yè)倦怠總體水平及其三個(gè)維度的子水平有顯著影響;(3)婚姻、學(xué)歷、學(xué)校所在地對(duì)這三個(gè)維度及總分均無(wú)顯著差異。通過對(duì)高中政治教師的訪談發(fā)現(xiàn):高中政治教師產(chǎn)生職業(yè)倦怠的原因是多方面的。(1)從政治教師個(gè)人因素來看,政治教師不同的人格特征是影響職業(yè)倦怠的因素之一。(2)從社會(huì)影響因素看,高中政治教師的社會(huì)地位(經(jīng)濟(jì)收入、職業(yè)聲望、社會(huì)權(quán)益)相對(duì)偏低,在一定程度上會(huì)使教師產(chǎn)生職業(yè)倦怠;(3)從組織因素來看,學(xué)校對(duì)高中政治教師的僵硬管理,工作環(huán)境相對(duì)的不和諧,評(píng)價(jià)機(jī)制的不完善,學(xué)校領(lǐng)導(dǎo)的不重視等都易于使政治課教師產(chǎn)生職業(yè)倦怠;(4)學(xué)科因素,高中政治教師工作負(fù)荷大且時(shí)間長(zhǎng),他們?cè)诮虒W(xué)過程存在著不同程度的多元角色沖突的現(xiàn)象,這容易使教師產(chǎn)生倦怠。此外,政治學(xué)科綜合性、實(shí)踐性、知識(shí)性、思想性以及時(shí)代性等特征,要求教師多方面的知識(shí)涉獵,這也給教師帶來壓力。總之,政治學(xué)科本身的地位偏下,教師對(duì)于職業(yè)認(rèn)同度不高,并伴隨著多重矛盾沖突,很容易使教師產(chǎn)生職業(yè)倦怠。綜合問卷調(diào)查和訪談得到的結(jié)果,本文針對(duì)影響高中政治教師職業(yè)倦怠的因素,從個(gè)人、社會(huì)、組織、職業(yè)與學(xué)科特點(diǎn)等層面提出相關(guān)建議,以緩解高中政治教師職業(yè)倦怠的狀況。在個(gè)人層面上,政治教師要提高自省能力與自己的專業(yè)化能力,進(jìn)行適宜的體育鍛煉增強(qiáng)體質(zhì),有效地進(jìn)行自我的調(diào)節(jié),并正確認(rèn)識(shí)和處理多元角色沖突問題。在社會(huì)層面,要提高政治教師的社會(huì)地位,建立和完善社會(huì)支持系統(tǒng)。在組織層面,要努力建構(gòu)“以教師為本”的學(xué)校管理體制,完善高中政治教師評(píng)價(jià)機(jī)制,營(yíng)造良好的校園環(huán)境。在職業(yè)層面,要減輕高中政治教師的工作負(fù)荷,推進(jìn)政治教學(xué)改革,增強(qiáng)時(shí)效性。
[Abstract]:In this study, 155 senior high school political teachers in a city were investigated with MBI questionnaire, questionnaire and interview. The data obtained from 153 valid questionnaires were statistically analyzed with IBM-SPSS software. The results show that: (1) the overall level of job burnout of high school political teachers in a certain city is serious; (2) from the demographic variables, teaching age has a significant impact on the overall level of job burnout and its three dimensions of sub-level; (3) marriage, education, education. There was no significant difference in the three dimensions and the total score between the school location and the school location. Through the interview with high school political teachers, it is found that there are many reasons for high school political teachers' job burnout. (1) from the perspective of political teachers' personal factors, Different personality characteristics of political teachers are one of the factors that influence job burnout. (2) from the perspective of social influence factors, the social status (economic income, occupational prestige, social rights and interests) of high school political teachers is relatively low. (3) from the perspective of organizational factors, the rigid management of high school political teachers, the relative disharmony of work environment, the imperfect evaluation mechanism, The lack of attention by school leaders is apt to cause job burnout of political teachers. (4) subject factors, high school political teachers have a large workload and long time, they have different degrees of multi-role conflict phenomenon in the teaching process. It is easy for teachers to get tired. In addition, the comprehensive, practical, intellectual, ideological and epochal characteristics of the political discipline require teachers to dabble in many aspects of knowledge, which also brings pressure to teachers. In a word, the position of political discipline itself is not high, and accompanied by many contradictions and conflicts, it is easy for teachers to produce job burnout. Based on the results of questionnaires and interviews, this paper puts forward some suggestions from the aspects of personal, social, organizational, professional and disciplinary characteristics, aiming at the factors that affect the job burnout of high school political teachers. In order to alleviate the high school political teachers job burnout. On the personal level, political teachers should improve their introspection ability and their professional ability, strengthen their physique through proper physical exercise, effectively regulate themselves, and correctly understand and deal with the multiple role conflicts. At the social level, we should improve the social status of political teachers and establish and perfect the social support system. At the organizational level, it is necessary to construct a teacher-oriented school management system, improve the evaluation mechanism of high school political teachers, and create a good campus environment. At the professional level, we should lighten the workload of high school political teachers, promote the reform of political teaching and enhance the timeliness.
【學(xué)位授予單位】：五邑大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.2;G635.1

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