幼儿教师职业认同、社会支持与工作满意度的关系

发布时间：2018-08-17 08:42

【摘要】：采用问卷法考察了192名幼儿教师的职业认同与其工作满意度的关系,并探讨了社会支持对这一关系的调节作用。结果表明:(1)幼儿教师的职业认同处于中等水平。五个人口统计学变量在职业认同各维度上存在不同程度的差异,总体来看教龄越长其职业认同感越高,收入越高其职业认同也越高,公办幼儿园老师明显优于民办幼儿园老师,本科及以上学历幼儿老师优于大专学历幼儿老师。(2)幼儿教师的工作满意度处于中等偏下水平。工作满意度在工作年限上表现出显著性差异,教龄越长其工作满意度越高。(3)幼儿教师的职业认同、社会支持和工作满意度呈显著正相关;职业情感、职业认知、职业需要和主观支持对工作满意度有显著的预测作用,其中职业情感对工作满意度的预测力最佳;主观支持对幼儿教师的职业情感与工作满意度的关系存在调节作用。
[Abstract]:The relationship between occupational identity and job satisfaction of 192 preschool teachers was investigated by questionnaire, and the role of social support in regulating the relationship was discussed. The results show that: (1) the professional identity of preschool teachers is at the middle level. In general, the longer the teaching age, the higher the professional identity, the higher the income, the higher the professional identity, and the higher the public kindergarten teachers are, the better the private kindergarten teachers are. The preschool teachers with bachelor's degree or above are better than those with junior college education. (2) the job satisfaction of preschool teachers is at the middle and lower level. Job satisfaction showed significant difference in working life, the longer the teaching age, the higher the job satisfaction. (3) the professional identity of preschool teachers, social support and job satisfaction were significantly positive correlation; Professional needs and subjective support had significant predictive effects on job satisfaction, among which occupational emotion had the best predictive power to job satisfaction, and subjective support could regulate the relationship between occupational emotion and job satisfaction of preschool teachers.
【作者单位】：苏州评弹学校;安徽师范大学教育科学学院;
【基金】：教育部人文社科规划项目:教师发展的人文关怀与心理疏导机制研究(09YJAXLX001)
【分类号】：G615

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