信阳市特岗教师职业认同、工作满意度及工作投入的关系研究

发布时间：2018-05-22 07:30

本文选题：职业认同 + 工作满意度　；参考：《河南大学》2013年硕士论文

【摘要】：随着如今社会的高速发展，越来越体现出“科学技术是第一生产力”的重要性。它不仅是国家发展的必备工具也是人类改造自然的重要工具。而教育作为科学技术的学习途径也越来越被社会，被国家，被人民重视起来。中国是一个发展中国家，所以对科学技术的依赖性就显得尤为突出，同时，中国还是一个人口多，科技相对低，资源丰富，人口相对密集的农业大国。所以，农村教育是我国从改革开放以来面临的最大难题。如何提高农村教育的师资质量，使得祖国的未来接班人有更好的学习条件，是解决这一难题的关键所在。国家出台的相应的政策，鼓励一部分高校的毕业生投入农村教育事业而设立特殊教师岗位，简称“特岗教师”。因此，，本研究就采用访谈法、问卷调查法、文献分析法，并且通过描述性统计法、独立样本t检验和回归分析等多种统计分析方法，选取河南省信阳市的多所农村中小学校(段集一中，段集镇小学，武庙一中，武庙中学，段集村实验小学，方集中学，南大桥小学，南大桥中学，祖师中学，祖师小学，李店小学，李店一中),共发放调查问卷220份，实际共回收问卷205份,回收率93.18%,其中有效问卷188份。探讨我国特岗教师职业认同的现状及其工作投入的影响关系。研究结果表明：1：特岗教师整体上的职业认同度高。 2：特岗教师的职业认同在婚姻状况、性别以及任教年级等方面存在不同，具体表现为已婚的特岗教师职业认同要明显高于未婚教师；小学任教的特岗教师要明显高于中学教师。 3：特岗教师的职业认同与工作满意度之间呈负相关关系，而职业认同与工作投入呈正相关关系。 4：特岗教师的职业认同对工作投入的影响存在着直接效应和间接效应，其中工作满意度在两者之间充当了部分中介作用。根据研究结果，本研究得到了以下的教育启示与建议：第一，给予良好的校园环境，给特岗教师提供宽松的环境，提高教师工作的积极性。第二，学校应该采用开放式管理，对于许多的条令条例应该公示，并且在监督管理和福利待遇上应该保持公平性。第三，学校应该多给教师提供培训的机会，使特岗教师的职业能力处于不断发展阶段，以免和发达地区教育发生太大差异。
[Abstract]:With the rapid development of society, the importance of science and technology is the first productive force. It is not only a necessary tool for national development, but also an important tool for human beings to transform nature. As a way of learning science and technology, education has been paid more and more attention by the society, the country and the people. China is a developing country, so the dependence on science and technology is particularly prominent. At the same time, China is a large agricultural country with large population, relatively low science and technology, rich resources and relatively dense population. So, rural education is the biggest problem that our country faces since reform and opening up. How to improve the quality of rural education teachers and make the future successors of the motherland have better learning conditions is the key to solve this problem. The corresponding policies of our country encourage some college graduates to invest in rural education and set up special teacher posts, which are called "special post teachers". Therefore, this study adopts interview, questionnaire, literature analysis, and through descriptive statistics, independent sample t-test and regression analysis and other statistical analysis methods. Selecting many rural primary and secondary schools in Xinyang City, Henan Province (Duan Ji 1 Middle School, Duan Ji Zhen Primary School, Wu Miao 1 Middle School, Wu Miao Middle School, Duan Ji Cun Experimental Primary School, Fang centralized School, Nanqiao Primary School, Nanqiao Middle School, ancestral teacher Primary School, etc.) A total of 220 questionnaires were distributed to Li Dian Primary School and Li Dian No. 1 Middle School. 205 questionnaires were actually collected, and the recovery rate was 93.1818, of which 188 were valid. This paper probes into the status quo of professional identity and the influence of work involvement on the professional identity of special post teachers in China. The result of the study shows that the professional identity of the special teachers is high as a whole. 2: the professional identity of special post teachers is different in marital status, gender and teaching grade, which shows that the professional identity of married teachers is obviously higher than that of unmarried teachers, and that of primary school teachers is obviously higher than that of middle school teachers. 3: there is a negative correlation between professional identity and job satisfaction, and a positive correlation between professional identity and job engagement. 4: there are direct and indirect effects of professional identity on job engagement, among which job satisfaction plays an intermediary role. According to the results of the research, this study has obtained the following education enlightenment and suggestion: first, to give the good campus environment, to provide the special post teachers with the relaxed environment, and to improve the enthusiasm of teachers' work. Second, schools should adopt open management, publish many rules and regulations, and maintain fairness in supervision and welfare. Third, schools should provide more opportunities for teachers to train, so that the professional ability of special teachers is in a continuous development stage, so as to avoid too much difference with the developed regions.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G443;G525.1

【参考文献】