马来西亚独中华文教师职业倦怠与教学效能感的调查研究

发布时间：2018-01-04 00:01

本文关键词：马来西亚独中华文教师职业倦怠与教学效能感的调查研究　出处：《华东师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：近年来有关教师职业倦怠和教学效能感的课题一直是国际间的研究热点,但是却缺少有关马来西亚独中华文教师的职业倦怠和教学效能感方面的研究。因此,本研究采用问卷调查的方式,调查研究马来西亚独中华文教师职业倦怠与教学效能感的现状,分析影响华文教师职业倦怠的因素,探讨华文教师职业倦怠与其教学效能感之间的关系,并为缓解华文教师的职业倦怠现象和提升华文教师教学效能感给予建议。本研究结果如下：(1)马来西亚独中华文教师的职业倦怠程度在整体上并不是太严重,情绪衰竭程度较高,低成就感次之,去个性化现象比较低。不同婚姻状况、年龄、教育程度、教龄、任教级别的华文教师职业倦怠存在显著差异；不同性别和是否班主任的华文教师职业倦怠则不存在显著差异。未婚、年龄20—29岁、教龄5—10年的华文教师情绪衰竭程度相对较高；年龄20—29岁、本科学历、教龄5年以下、任教初中的华文教师体验到较低的成就感。导致华文教师产生职业倦怠的因素主要有社会因素、职业因素和学生因素。(2)马来西亚独中华文教师的总体教学效能感属于中等偏上的水平,华文教师的个人教学效能感高于一般教学效能感。不同婚姻状况、年龄、教育程度的华文教师的教学效能感存在显著差异；不同性别、教龄、任教级别以及是否班主任的华文教师的教学效能感不存在显著差异。已婚、年龄50岁以上、硕士或以上学历、教龄20年以上的华文教师个人教学效能感相对较高；非班主任的华文教师一般教学效能感最高。(3)马来西亚独中华文教师的职业倦怠与教学效能感之间存在极显著的负相关关系,华文教师教学效能感的一般教学效能感和个人教学效能感分别对教师职业倦怠的三个维度都具有负向的预测作用。
[Abstract]:In recent years, the research on teachers' burnout and teaching efficacy has been a hot topic in the world, but there is a lack of research on the job burnout and teaching efficacy of the only Chinese language teachers in Malaysia. The present study investigates the present situation of job burnout and teaching efficacy of Chinese teachers in Malaysia, and analyzes the factors that affect the job burnout of Chinese teachers in Malaysia. To explore the relationship between job burnout and teaching efficacy of Chinese teachers. In order to alleviate the phenomenon of job burnout of Chinese teachers and improve the sense of teaching efficacy of Chinese teachers, the results of this study are as follows: 1). The degree of job burnout of only Chinese language teachers in Malaysia is not too serious on the whole. The degree of emotional exhaustion was higher, lower sense of achievement was the second, and depersonalization was lower. There were significant differences in job burnout of Chinese teachers with different marital status, age, educational level, teaching age and teaching level. There was no significant difference in job burnout among Chinese teachers of different genders and class teachers. Unmarried, 20-29 years of age and 5-10 years of teaching age, Chinese teachers had a relatively high degree of emotional exhaustion; The age of 20-29 years, bachelor's degree, teaching age of less than five years, junior middle school Chinese teachers experience a lower sense of achievement. The main factors leading to job burnout of Chinese teachers are social factors. Vocational and student factors) the overall teaching efficacy of Chinese teachers in Malaysia belongs to the middle level, and the personal teaching efficacy of Chinese teachers is higher than that of general teaching efficacy. There are significant differences in teaching efficacy among Chinese teachers with age and education level. There is no significant difference in the teaching efficacy of Chinese teachers with different gender, seniority, teaching level and whether or not the teacher in charge of the class. Married, aged 50 or above, master's degree or above. Chinese teachers with more than 20 years of teaching experience have a relatively high sense of personal teaching efficacy; There is a significant negative correlation between the burnout of Chinese teachers in Malaysia and the sense of teaching efficacy. The general teaching efficacy and personal teaching efficacy of Chinese teachers have negative predictive effects on the three dimensions of teachers' job burnout.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H195

【参考文献】