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随着高等教育的迅速发展,高校青年教师面临着越来越大的职业压力.青年教师的职业压力主要来源于教育改革的冲击、工作负荷大、人际关系疏离、经济负担重等方面.为此,应通过尊重青年教师在教育改革过程中的主体地位、完善青年教师的培养机制、关心青年教师的个人生活、建立缓解教师压力工作坊等途径,来缓解高校青年教师面临的职业压力. 相似文献
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高校青年教师的心理幸福感是衡量其心理健康状况的重要指标。教师的职业性质、收入状况和社会支持是影响高校青年教师心理幸福感的外部因素;人格特征、自我意识和压力应对方式是影响高校青年教师心理幸福感的内部因素。提升高校青年教师心理幸福感的策略是,提高高校青年教师的社会地位和经济待遇;重视青年教师的专业发展和职业生涯规划;关注青年教师的心理健康状况,以及教师自身要学会建立和谐的人际关系、塑造良好的人格特征等。 相似文献
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高校青年教师的职业压力是目前备受关注的热点话题之一,而民族地方高校青年教师的职业压力更具特殊性,造成民族地方高校青年教师职业压力的原因既有客观因素也有主观因素。应对民族地方高校青年教师的职业压力主要策略有出台扶持政策、改革分配制度、形成科学的评价机制、提高自身心理调节能力等。 相似文献
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高校青年教师职业初期面临的问题及对策研究 总被引：2，自引：0，他引：2
青年教师是高校发展的未来,其职业成长将成为推进高等教育发展的关键因素。针对高校青年教师在入职初期面临的教学基本功薄弱、实践经验缺乏、职业压力过大等问题,从实施青年教师挂职训练制度、完善岗前培训体系、建立发展性的指标考核体系等角度提出对策建议。 相似文献
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青年教师是高校教学、科研等工作的重要承担者,是高校教师队伍的主力军。随着教育改革的不断深入,当前高校青年教师所承受的职业压力与日俱增。文章以高校青年教师的职业压力现状为研究内容,探究其压力来源,并提出相应措施,以期为加强高校青年教师队伍建设、提高教育教学质量提供一些有益的信息。 相似文献
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李恒 《湖北第二师范学院学报》2013,(4):98-99
本研究采用自编高校青年教师婚恋压力量表、段建华修订的总体幸福感量表,对武汉地区5所高校300名35岁以下青年教师进行调查。结果发现：高校青年教师存在较大的婚恋压力;高校青年教师主观幸福感稍微高于全国男性和女性常模,属于中等偏上;高校青年教师的伴侣压力、家庭压力、经验压力与主观幸福感显著负相关。 相似文献
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文章从道德领导的视角,探讨了高校青年教师培养的问题.高校应引入道德领导教育管理思想,采取建立学习共同体、构建共同愿景以及塑造领导替身等有效策略,从青年教师学术精神与道德影响力入手,全面改革高校的领导管理方式,才能真正提高青年教师的素质. 相似文献
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赖闽辉 《闽西职业技术学院学报》2010,12(4)
青年教师是高校师资队伍的重要组成部分与新生力量,是高校可持续发展的生力军和保证.目前青年教师存在教学能力和教学水平急需提高、科研能力有待提高、师德师风建设需进一步完善、经济收入压力大等问题.为此,需要建立科学的聘用制度,加强师德建设,完善青年教师导师制,积极引导青年教师参与科研,创设人才成长的良好环境. 相似文献
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地方性高校青年教师激励策略研究 总被引：1，自引：0，他引：1
师资队伍建设是决定地方性高校生存和发展的关键因素。地方性高校青年教师中普遍存在着收入低、职称低、压力大的现状,影响到教师队伍的稳定。根据地方性高校青年教师在物质、社交、成就需求方面的心理特点,地方性高校应加强对青年教师的激励管理。 相似文献
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对全国14所高职院校专任教师抽样调查发现,60%以上样本高职院校教师存在中等程度的职业压力。高职院校教师管理环境压力和科研压力较大,男性教师的学生行为压力大于女性教师,11~15年教龄教师的职业压力最大,国家骨干院校教师职业压力高于示范院校与普通院校。高职院校应兼顾严谨管理与和谐氛围营造,避免管理环境高压化;加强科研管理与服务,避免马太效应的消极作用;加强关注11~15年教龄教师群体,缓解该群体教师"家庭-工作"冲突,以缓释教师职业压力。 相似文献
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彭小虎 《课程.教材.教法》2012,(3):106-111
对南京市996名小学教师工作压力来源情况的调查分析表明,小学教师的工作压力在工作负荷、人际关系、学生管理、心理需求、学校管理等五个向度上存在显著性差异,其中工作负荷与心理需求成为教师工作压力的主要来源。进一步分析发现,在专业领域中,教师的压力感并没有外界传媒宣传的那样强烈,教师的压力主要来自于外在因素,如教育政策、社会评价以及家长的要求等。 相似文献
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This study investigated the relationship between primary school teachers’ self‐reported and actual use of classroom management strategies, and examined how the use of proactive and reactive strategies is related to teacher stress and student behaviour. The total sample consisted of 97 teachers from primary schools within Melbourne. Teachers completed four questionnaires which gathered information on demographics, disruptive student behaviour, teacher management strategies, and teacher self‐reported stress. In addition, 20 of the 97 teachers were observed in their classrooms while teaching, with teacher behaviour management strategies and student on‐task behaviour recorded. Observation and questionnaire data were then matched. The findings indicated that teacher self‐reports accurately reflect actual practice, that relatively minor forms of student misbehaviours are a common concern for teachers, and that teachers are spending a considerable amount of time on behaviour management issues. The findings also revealed that the use of predominantly reactive management strategies has a significant relationship with elevated teacher stress and decreased student on‐task behaviour. These findings have important implications for teaching practices and student learning. 相似文献
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研究目的：考察新课程背景下河北省沧州市中小学教师职业压力的状况,从而为教师心理健康教育和教师管理提供心理学依据。研究方法：采用朱从书等人编制的《中小学教师职业压力问卷》以整群随机取样方式选取沧州市市区和东光县、盐山县公立学校的913名初中和小学教师进行测试,采用SPSS 15.0 for Windows统计软件对数据进行处理与分析。结果：当前沧州市中小学教师的职业压力属中等水平;职业压力的总体状况及其各个维度在性别、教龄、学校层次、学校类型、任教学科、是否班主任等不同方面存在着不同的差异。 相似文献
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在不同层次高等院校和教师中,运用32个测量项目对工作压力源和压力反应进行的问卷调查显示,5个工作压力源维度和3个压力反应维度以72．32个测量项目的高校教师工作压力问卷通过实证检验,具有较高的信度与效度,为大学教师工作压力现状的研究提供了有效的测量工具。比较不同人口统计学变量教师的工作压力感与压力反应程度,发现在压力源与压力反应全部或部分维度上具有显著差异,这对高校教师差别化压力管理以及教师关注自身的身心健康都具有借鉴意义。 相似文献
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BackgroundGlobally, the use of violent discipline methods by teachers to manage child behavior is still highly prevalent despite enactment of laws that prohibit school violence. In the case of Uganda there is a dearth of accurate prevalence statistics on school violence and factors associated with the use of violence by teachers.ObjectivesTherefore, the current study examined the prevalence of and attitudes towards violence. The study also explored the association between teachers’ stress, positive attitudes towards violence and the use of violent discipline management methods.MethodsA representative sample of 291 teachers and 702 students from 12 public secondary schools in southwestern Uganda responded to anonymous self-administered questionnaires. Data were collected from April to November 2017.ResultsFindings indicated that 86.5% of the teachers reported having used violent disciplinary methods on students in the past month while 91.5% of the students reported experiencing violence by teachers. Teachers (88.3%, n = 256) endorsed positive attitudes towards violent discipline. Teachers’ stress was related to higher levels of violent discipline (β = 0.20). This relation was mediated by positive attitudes towards violence (0.06, SE: 0.01, 95%-CI: 0.035–0.092).ConclusionsOur findings indicate that teacher reported stress was associated with their use of violent behavior and positive attitudes and that positive attitudes reduced the association between teachers’ stress and violent behavior. Therefore, interventions aiming to reduce violence by teachers may need to integrate effective stress management skills, in addition to nonviolent discipline strategies, and fostering attitudinal change towards the use of violent methods. 相似文献
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Allison H. Friedman-Krauss C. Cybele Raver Juliana M. Neuspiel John Kinsel 《Early education and development》2014,25(5):681-702
Research Findings: The current article explores the relationship between teachers’ perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers’ executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers’ perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. Practice or Policy: Many early childhood teachers do not receive sufficient training for handling children's challenging behaviors. Child behavior problems increase a teacher's workload and consequently may contribute to feelings of stress. However, teachers’ executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children's school readiness skills and teachers’ health. 相似文献
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高职教师的职业压力主要来源于不合理的学校管理、繁重的教学工作任务、教师自身专业实践能力欠缺、职业发展受挫等方面。这种压力长期、持续地存在会对教师的心理、生理和行为产生不良影响。教师自身应正视职业压力,积极应对,完善自我,主动寻求社会支持,学会调节和放松,有效地缓解压力。 相似文献
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贺蓉蓉 《成都教育学院学报》2009,23(10):14-17
随着高等教育的快速发展,大批学校转型,使教师承受着比其他职业从业者更大的心理压力。形成转型期高校教师心理问题的原因为：社会期望、学院办学层次提升、教育对象新特点、新的评价制度和教师专业发展标准都对教师提出了更高要求,使教师自身职业压力加大。为调适转型期教师心理问题,学校人事管理部门应强化对教师群体的人文关怀,坚持以人为本的教育管理思想,以增强教师的自我效能感;坚持发展性评价,变职业压力为动力;保障教师教育行为自主权;增强教师自身调适水平。 相似文献
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Exploring Australian pre-service teachers sense of efficacy,its sources,and some possible influences
Beginning teachers that posses a good sense of efficacy are less likely to suffer stress, burnout, or attrition. This study reports final-year Australian pre-service primary teachers sense of efficacy scores and the sources of information that contributed to it. Results showed that our beginning teachers had a good sense of efficacy, and classroom management was not differentiated from instructional or engagement efficacy. Further, personal qualities and physiological and affective states predicted self-efficacy scores, and having a number of opportunities to practice behaviour management skills was associated with a higher sense of efficacy. Implications for teacher education are discussed. 相似文献