中职教师职业幸福感研究

发布时间：2018-03-05 06:38

本文选题：中职学校　切入点：教师　出处：《四川师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：教师的职业幸福,不仅有助于促进教师专业发展,提高教育质量,而且还有利于教师队伍的稳定和社会的发展进步。但是这些年来由于教育制度改革、社会偏见、工作压力和学生素质滑坡等因素,使得中职教师职业倦怠严重,职业幸福感偏低,这一问题迫切需要我们关注和研究。本研究以了解中职教师职业幸福感现状,分析中职教师职业幸福感缺失的成因,并期望提出提升中职教师职业幸福感的策略为目的,对中山市高级技工学校、中山市第一中等职业技术学校、中山市中等专业学校三所中职院校的197名教师发放了问卷,同时在问卷调查的基础上,随机选取了13名教师进行访谈。调查结果表明：中职教师职业幸福感的总体状况不容乐观,有近一半的中职教师职业幸福感缺失,不同类别的中职教师职业幸福感有着较大的差异；女性教师在工作中比男性教师能够体验到更多的职业幸福感；20-25岁之间的青年教师幸福感体验最好；已婚教师的职业幸福感要比未婚的职业幸福感高；职称越高,职业幸福感越高；低学历的教师比高学历的教师职业幸福感要高；担任班主任的中职教师职业幸福感明显低于不担任班主任的教师。中职教师职业幸福感构成因素来看,中职教师在工资待遇这一维度上的满意度最低,其次是身心健康、工作情感、职业认同、社会支持、工作环境、工作成就；从问卷调查和访谈结果分析来看,引起中职教师职业幸福感缺失的主要原因有：中职教师社会支持度不高,职业形象欠佳；学校管理制度僵化,缺乏以人为本；中职教师薪酬体系不完善,收入相对较低；中职教师劳动强度大,职业认同感较低；中职教师心理健康状况欠佳,负性情感较多；部分中职教师职业价值观有偏差,自我实现感较低等。为此,我们要从以下几个方面入手,提升中职教师职业幸福感：从社会支持方面,要提高社会各界对中等职业教育的认识,优化教育结构;提高中职教师的职业声望和社会地位；加大职业教育投入,改善教师待遇；给予中职教师合理的角色期望。从学校管理方面,要转变管理观念,实施以人为本的学校管理;重视中职教师的心理健康,减轻职业压力。从教师自身方面,要客观认识自我,树立合理的职业期望；不断完善自我,提升自己的职业价值观。
[Abstract]:The professional well-being of teachers not only contributes to the professional development of teachers and the quality of education, but also contributes to the stability of the teaching force and the development and progress of society. The factors such as job pressure and students' quality decline make the secondary vocational teachers' job burnout serious and their job happiness low. This problem needs our attention and research urgently. The purpose of this study is to understand the present situation of vocational well-being of secondary vocational school teachers, to analyze the causes of the loss of vocational well-being of secondary vocational school teachers, and to propose strategies to promote the vocational well-being of secondary vocational school teachers. The first secondary vocational and technical school in Zhongshan City and 197 teachers in three secondary vocational schools in Zhongshan City sent out questionnaires. On the basis of the questionnaire, 13 teachers were randomly selected for interviews. The results show that: the general situation of vocational well-being of secondary vocational school teachers is not optimistic, nearly half of secondary vocational teachers lack professional well-being, different types of vocational teachers have greater differences in occupational well-being; Female teachers can experience more job well-being than male teachers. Young teachers aged 20-25 are the best. Married teachers have higher occupational well-being than unmarried teachers. The higher the occupational well-being; the higher the professional well-being of the teachers with low academic background than the teachers with higher education; the higher the professional well-being of the secondary vocational teachers as a class teacher is significantly lower than that of the teachers who do not serve as the teacher in charge of the class. Secondary vocational school teachers have the lowest degree of satisfaction in the dimension of salary, followed by physical and mental health, job emotion, professional identity, social support, work environment, work achievement. The main reasons for the lack of professional well-being of secondary vocational school teachers are: the social support degree of secondary vocational teachers is not high, the professional image is poor; the school management system is rigid, lack of people-oriented; the salary system of secondary vocational school teachers is not perfect, and the income is relatively low. The teachers in secondary vocational school have high labor intensity and low sense of professional identity; the mental health of secondary vocational school teachers is poor and the negative emotion is more; some secondary vocational school teachers have deviation of professional values and low sense of self-realization. Therefore, we should start from the following aspects to improve the vocational well-being of secondary vocational teachers: from the aspect of social support, we should improve the understanding of secondary vocational education from all walks of life, optimize the structure of education; To improve the vocational prestige and social status of secondary vocational school teachers; to increase the investment in vocational education and improve the treatment of teachers; to give teachers reasonable role expectations. From the school management, we should change the management concept and implement the people-oriented school management. We should pay attention to the mental health of the secondary vocational school teachers and reduce the occupational pressure. From the teachers' own aspects, we should objectively understand ourselves, set up reasonable professional expectations, constantly improve ourselves and enhance their own professional values.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G715.1

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