中小学教师流动意愿影响因素调查研究
发布时间:2019-04-02 01:56
【摘要】:教师流动影响因素较多,必须关注教师自身因素,重视教师这一利益相关者主体的心理感受和成长需要,重视对教师流动意愿的研究。通过对湖南、江西等地区600余名中小学教师的调查发现:对教师流动意愿产生显著影响的因素有个体认知水平因素、个体与组织匹配因素、组织支持感、工作满意度和政策了解程度等,其中个体认知水平因素影响力最大(B值为0.913),教学效能感影响力最小(B值为0.070);个体与组织匹配因素与教师流动意愿存在显著的负相关关系,其余影响变量与教师流动意愿是正相关关系。
[Abstract]:There are many influencing factors on teacher mobility. We must pay attention to teachers' own factors, pay attention to the psychological feelings and growing needs of teachers as stakeholders, and pay attention to the study of teachers' mobility intention. Through the investigation of more than 600 primary and middle school teachers in Hunan and Jiangxi provinces, it is found that the factors influencing teachers' mobility intention are individual cognitive level, individual and organizational matching factors, and sense of organizational support. The degree of job satisfaction and policy understanding was the most influential factor of individual cognitive level (B value was 0.913), and the influence of teaching efficacy was the least (B value was 0.070). There was a significant negative correlation between individual and organizational matching factors and teacher mobility intention, while the other variables were positively correlated with teacher mobility intention.
【作者单位】: 赣南师范大学教育科学学院;河源市江东新区正德中学;
【基金】:教育部人文社会科学规划项目(15YJA880060) 江西省教育科学“十二五”规划2015年度一般课题(15YB105)
【分类号】:G635.1
本文编号:2452122
[Abstract]:There are many influencing factors on teacher mobility. We must pay attention to teachers' own factors, pay attention to the psychological feelings and growing needs of teachers as stakeholders, and pay attention to the study of teachers' mobility intention. Through the investigation of more than 600 primary and middle school teachers in Hunan and Jiangxi provinces, it is found that the factors influencing teachers' mobility intention are individual cognitive level, individual and organizational matching factors, and sense of organizational support. The degree of job satisfaction and policy understanding was the most influential factor of individual cognitive level (B value was 0.913), and the influence of teaching efficacy was the least (B value was 0.070). There was a significant negative correlation between individual and organizational matching factors and teacher mobility intention, while the other variables were positively correlated with teacher mobility intention.
【作者单位】: 赣南师范大学教育科学学院;河源市江东新区正德中学;
【基金】:教育部人文社会科学规划项目(15YJA880060) 江西省教育科学“十二五”规划2015年度一般课题(15YB105)
【分类号】:G635.1
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