基层教师幸福感影响因素研究.docx
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基层教师幸福感影响因素研究.docx
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基层教师幸福感影响因素研究
摘要
研究目的:
本研究旨在研究中等职业学校教师教学动机、教学效能感、工作满意度与幸福感的特征及其相互关系,为提升中职教师幸福感水平、促进中等职业教育发展提供依据。
研究方法:
本研究主要运用文献综述法、问卷调查法、数理分析法,使用教师教学动机量表、教师教学效能感量表、教师工作满意度量表、综合幸福感问卷对429名中职教师进行调查,全部数据采用SPSS17.0和AMOS17.0进行处理和分析。
研究结果:
1、中职教师总体教学动机高于理论中值,女教师的内部动机、外部动机、总体教学动机水平显著高于男教师;总体教学动机、内部动机、外部动机随年龄增长先降后升,外部内化动机随年龄增长先升后降;总体教学动机随教龄增长呈“降——升——降”趋势;研究生学历教师的总体动机水平显著低于本科及以下学历的教师。
2、中职教师总体教学效能感得分显著大于理论中值,女教师在总体教学效能感、个人教学效能感、一般教育效能感的得分均显著高于男教师;总体教学效能感和个人教学效能感随年龄增大,一般教育效能感随年龄减小,但到40岁以上出现一定幅度的回升;总体教学效能感和个人教学效能感随教龄增大,一般教育效能感随教龄减小;研究生教师的个人教学效能感显著低于本科及以下学历教师。
3、中职教师总体工作满意度水平显著高于理论中值,存在显著的性别、年龄、教龄、学历上的差异。
4、中职教师幸福感总体水平较高。
幸福感的某些维度存在显著的性别、年龄、教龄、学历上的差异。
5、中职教师教学动机与教学效能感显著正相关。
中职教师内部动机、外部动机、外部内化动机显著正向预测其个人教学效能感和总体教学效能感;内部动机、外部内化动机显著正向预测其一般教育效能感。
6、中职教师教学动机与工作满意度显著正相关。
中职教师内部动机、外部内化动机对教学满意、收入满意、总体工作满意度有显著正向预测作用;外部内化动机、内部动机、外部动机对环境满意有显著正向预测作用;内部动机对升迁满意有显著正向预测作用;外部内化动机、外部动机对管理满意有显著正向预测作用。
7、中职教师教学动机与幸福感之间关系密切。
中职教师内部动机、外部动机对其主观幸福感、心理幸福感、综合幸福感有显著正向预测作用。
8、中职教师教学效能感与工作满意度密切相关。
中职教师的个人教学效能感和总体教学效能感对教学满意、环境满意有显著正向预测作用;总体教学效能感对升迁满意、收入满意、管理满意及总体工作满意度存在显著正向预测作用。
9、中职教师教学效能感与幸福感之间关系密切。
中职教师的个人教学效能感能显著正向预测其主观幸福感、心理幸福感及综合幸福感。
10、中职教师的工作满意度与幸福感密切相关。
中职教师总体工作满意度显著正向预测其综合幸福感。
11、中职教师的外部动机、外部内化动机、个人教学效能感、教学满意、管理满意、升迁满意对其综合幸福感有显著正向预测作用。
12、中职教师总体工作满意度在外部内化动机与主观幸福感、外部内化动机与心理幸福感、内部动机与心理幸福感、一般教育效能感与主观幸福感、一般教育效能感与心理幸福感之间起完全中介作用;中职教师总体工作满意度在个人教学效能感与主观幸福感、个人教学效能感与心理幸福感、内部动机与主观幸福感之间起部分中介作用;中职教师总体工作满意度在外部内化动机与心理幸福感之间不起中介作用。
研究结论:
本研究结果表明,中职教师总体教学动机、总体教学效能感、总体工作满意度与幸福感得分均显著大于理论中值,现状良好。
教学动机、教学效能感、工作满意度、幸福感的某些维度存在性别、年龄、教龄、学历上的显著差异。
教学动机、教学效能感、工作满意度对幸福感有显著正向预测作用。
总体工作满意度在总体教学效能感与综合幸福感之间起完全中介作用,在总体教学动机与综合幸福感之间起部分中介作用;具体而言,一般教育效能感、外部内化动机通过总体工作满意度的完全中介作用对主观幸福感和心理幸福感产生影响;内部动机通过总体工作满意度的完全中介作用影响心理幸福感;个人教学效能感除直接影响幸福感外,还通过总体工作满意度的部分中介作用间接影响幸福感;内部动机除直接影响主观幸福感外,还通过总体工作满意度间接作用于主观幸福感;外部动机直接影响心理幸福感,总体工作满意度在其中不起中介作用。
关键词:
中职教师,教学动机,教学效能感,工作满意度,综合幸福感
Abstract
Objects:
Thisstudyaimstoresearchthecharacteristicsandmutualrelationsofsecondaryvocationalschoolteachers’teachingmotivation,teachingefficacy,jobsatisfactionandmultiplehappiness.Providetheoryandpracticebasisforpromotingsecondaryvocationalteachers’happinessandacceleratingthedevelopmentofsecondaryvocationaleducation.
Methods:
Thisstudymainlyuseliteraturereview,questionnairesurvey,mathematicalanalysis,takeadvantageofTeachingMotivationScale,TeachingEfficacyScale,Teachers’JobSatisfactionScaleandMultipleHappinessQuestionnairetosurvey429teachers.UseSPSS17.0andAMOS17.0todealwiththedata.
Results:
1、Secondaryvocationalteachers’generalmotivationishigherthanthetheoreticalmid-value.Femaleteachers’internalmotivation,externalmotivation,generalteachingmotivationlevelissignificantlyhigherthanmaleteachers.Thegeneralteachingmotivation,internalmotivation,externalmotivationfirstdropthenrisealongwiththeagegrowth,externalinternalizationmotivationincreasethendecreasewithagegrowth.Thegeneralteachingmotivationpresentsa“down-up-down”trendwithseniority.Post-graduateteachers’generalmotivationisobviouslylowerthantheundergraduateteachers.
2、Secondaryvocationalteachers’generalteachingefficacyscoreissignificantlygreaterthanthetheoreticalmid-value.Femaleteachers’generalteachingefficacy,personalteachingefficacy,generaleducationefficacylevelissignificantlyhigherthanmaleteachers.Thegeneralteachingefficacyandpersonalteachingefficacyincreasedalongwithage.Generaleducationefficacydecreasedwithage,butwillreboundtill40yearsold.Thegeneralteachingefficacyandpersonalteachingefficacyincreasedalongwithseniority,generaleducationefficacydecreasedwithseniority.Post-graduateteachers’personalteachingefficacyissignificantlylowerthantheundergraduateteachers.
3、Secondaryvocationalteachers’jobsatisfactionlevelissignificantlyhigherthanthetheoreticalmid-value,therearesignificantdifferencesingender,age,seniority,educationbackground.
4、Secondaryvocationalteachersareinahighlevelofmultiplehappiness.Somedimensionsofmultiplehappinesshavesignificantdifferencesonender,age,seniority,educationbackground.
5、Secondaryvocationalteachers’teachingmotivationandteachingefficacyaresignificantpositivecorrelated.Theinternalmotivation,externalmotivation,externalinternalizationmotivationcansignificantlypositivelypredictthepersonalteachingefficacy,thegeneralteachingefficacy.Theinternalmotivationandtheexternalinternalizationmotivationcansignificantlypositivelypredictthegeneralteachingefficacy.
6、Secondaryvocationalteachers’teachingmotivationandjobsatisfactionaresignificantlypositivecorrelation.Internalmotivationandexternalinternalizationmotivationhaveasignificantlypositivelypredictiononteachingsatisfaction,incomesatisfaction,generaljobsatisfaction.Externalinternalizationmotivation,internalmotivation,externalmotivationcansignificantpositivepredicttheenvironmentalsatisfaction.Internalmotivationcansignificantpositivepredictpromotionsatisfaction.Externalinternalizationmotivationandexternalmotivationhavesignificantpositivepredictionfunctiononmanagementsatisfaction.
7、Secondaryvocationalteachers’teachingmotivationiscloselyrelatedtothemultiplehappiness.Theinternalmotivationandexternalmotivationhaveasignificantpositivepredictiononthesubjectivewell-being,thepsychologicalwell-beingandthemultiplehappiness.
8、Secondaryvocationalteachers’teachingefficacyiscloselyrelatedtotheirjobsatisfaction.Thepersonalteachingefficacyandthegeneralteachingefficacycansignificantlypositivelypredictteachingsatisfactionandenvironmentalsatisfaction.Thegeneralteachingefficacycansignificantlypositivelypredictpromotionsatisfaction,incomesatisfaction,managementsatisfactionandgeneraljobsatisfaction.
9、Secondaryvocationalteachers’teachingefficacyandmultiplehappinessarecloselyrelated.Thepersonalteachingefficacycansignificantlypositivelypredictthesubjectivewell-being,thepsychologicalwell-beingandthemultiplehappiness.
10、Secondaryvocationalteachers’jobsatisfactionandmultiplehappinessarecloselyrelated.Thegeneraljobsatisfactioncansignificantlypositivelypredictthemultiplehappiness.
11、Secondaryvocationalteachers’externalmotivation,externalinternalizationmotivation,personalteachingefficacy,teachingsatisfaction,managementsatisfaction,promotionsatisfactioncansignificantlypositivelypredicttheirmultiplehappiness.
12、Secondaryvocationalteachers’generaljobsatisfactionisafullymediatorbetweenexternalinternalizationmotivationandsubjectivewell-being,externalinternalizationmotivationandpsychologicalwell-being,internalmotivationandpsychologicalwell-being,generaleducationefficacyandsubjectivewell-being,generaleducationefficacyandpsychologicalwell-being.Secondaryvocationalteachers’generaljobsatisfactionplaysapartialintermediaryrolebetweenpersonalteachingefficacyandsubjectivewell-being,personalteachingefficacyandpsychologicalwell-being,internalmotivationandsubjectivewell-being.Secondaryvocationalteachers’generaljobsatisfactiondoesnotplayamediationrolebetweenexternalinternalizationmotivationandpsychologicalwell-being.
Conclusions:
Theresultsshowthatthesecondaryvocationalteachers’generalteachingmotivation,generalteachingefficacy,generaljobsatisfactionandmultiplehappinessscoresaresignificantlygreaterthanthetheoreticalvalue,thestatusisgood.Somedimensionsofteachingmotivation,teachingefficacy,jobsatisfaction,multiplehappinessexistsignificantdifferencesongender,age,seniorityandeducationbackground.Teachingmotivation,teachingefficacyandjobsatisfactionhaveasignificantpositivepredictiononhappiness.Thegeneraljobsatisfactionplayacompletelymediatingrolebetweengeneralteachingefficacyandmultiplehappiness,andapartialintermediaryrolebetweengeneralteachingmotivationandmultiplehappiness.Concretelyspeaking,generaleducationefficacy,externalinternalizationmotivationeffectsubjectivewell-beingandpsychologicalwellbeingthroughthecompletemediationeffectofgeneraljobsatisfaction.Internalmotivationinfluencespsychologicalwell-beingthroughthecompletemediationeffectofgeneraljobsatisfaction.Inadditiontothedirectimpactonhappiness,personalteachingefficacyalsoinfluenceshappinessindirectlythroughthepartialmediationeffectofgeneraljobsatisfaction.Inadditiontothedirectimpactonsubjectivewell-being,internalmotivationalsoaffectshappinessindirectlythroughthepartialmediationeffectofgeneraljobsatisfaction.Externalmotivationaffectpsychologicalwell-beingdirectly,generaljobsatisfactiondoesnotplayamediationrolehere.
Keywords:
secondaryvocationalteachers,teachingmotivation,teachingefficacy,jobsatisfaction,multiplehappiness
目录
摘要I
AbstractIII
1绪论1
1.1引言1
1.2研究意义2
1.2.1理论意义2
1.2.2现实意义2
2研究综述3
2.1教师幸福感的相关研究3
2.1.1幸福感研究取向3
2.1.2教师幸福感相关研究3
2.2教师教学动机的相关研究4
2.2.1教学动机结构划分4
2.2.2教学动机影响因素5
2.3教师教学效能感的相关研究5
2.3.1教师教学效能感的概念5
2.3.2国内外教师教学效能感研究现状6
2.4教师工作满意度的相关研究7
2.4.1教师工作满意度的结构及测量7
2.4.2国内外教师工作满意度研究现状8
2.5教师教学动机、教学效能感、工作满意度与幸福感的相关研究10
2.5.1教师教学动机与幸福感的关系研究10
2.5.2教师教学效能感与幸福感的关系研究10
2.5.3教师工作满意度与幸福感的关系研究10
2.5.4教师教学动机、教学效能感和工作满意度的交互关系研究11
3研究设计12
3.1研究目的12
3.2研究思路12
3.3研究假设12
3.4研究对象13
3.5研究工具13
3.6研究方法15
3.7研究程序16
3.7.1数据整理16
3.7.2数据分析16
4中职教师教学动机、教学效能感、工作满意度及幸福感现状研究结果17
4.1中职教师幸福感现状17
4.1.1中职教师幸福感总体状况17
4.1.2中职教师幸福感特征17
4.2中职教师教学动机现状22
4.2.1中职教师教学动机总体状况22
4.1.2中职教师教学动机特征22
4.3中职教师教学效能感现状26
4.3.1中职教师教学效能感总体状况26
4.3.2中职教师教学效能感的特征26
4.4中职教师工作满意度现状29
4.4.
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- 关 键 词:
- 基层 教师 幸福感 影响 因素 研究