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1.
为了解高校教师工作投入状况及工作资源对高校教师工作投入的影响作用机制,采用问卷调查法对浙江省9所高校287名教师进行了调查。结果表明：高校教师的工作投入水平较好,工作投入及活力和专注维度得分在教龄差异上显著,并呈现两头高、中间低的“U”型特征,工作投入及其三个维度得分在对收入满意程度上差异显著,并随着对收入满意程度的增高呈上升趋势;工作资源、心理资本对工作投入均具有显著的正向影响;心理资本在工作资源与工作投入之间起部分中介作用。 相似文献
2.
Raymond Lynch Adrian Hurley Olivia Cumiskey Brian Nolan Bridgeen McGlynn 《Irish Educational Studies》2019,38(1):89-103
This article considers the relationship between differential homework task difficulty, student engagement and performance across four Irish post-primary school sites. A total of 236 participants completed all elements of this study. All participants were junior cycle students, aged between 12 and 16 years. The study employed a standardised test–retest approach, with a one week interval between tests. Between testing, participants were randomly subdivided into three cohorts. Each cohort received homework questions of different difficulty levels to complete for one week. The results of this study found that Cohort A, who received the least difficult homework tasks, completed the most non-compulsory questions. Although Cohort A demonstrated higher levels of engagement, no statistically significant difference was found in the change in performance scores of the three cohorts. The results highlight the negative impact of increased task difficulty on student engagement with independent homework tasks. The findings suggest that in order to support student engagement it is important that teachers afford ample opportunity for student success when designing self-directed tasks such as homework. 相似文献
3.
Peter J. Nelsen 《Educational theory》2016,66(1-2):231-244
While Democracy and Education is often cited within the scholarship on and teaching of social justice education, it and Dewey's work generally remain underutilized. Peter Nelsen argues in this essay that Deweyan pragmatism offers rich resources for social justice education by exploring how Dewey's three‐part conception of growth has both analytical and normative force. Nelsen makes this case by examining student resistance to engagement with social justice issues, and concludes from this analysis that resistance is an opportunity for growth. Furthermore, rather than being a precursor to critical engagement with ideas, Nelsen contends that creating collaborative environments that foster interdependence across group memberships might be as important as the critical engagement itself. 相似文献
4.
为探讨特殊教育教师工作资源和工作投入的现状以及工作资源对其工作投入的预测作用,以326名特教教师为被试,采用工作资源量表、Utrecht工作投入量表对其进行问卷调查.研究结果显示:特教教师工作投入的总体状况良好,三个维度中奉献得分最高,专注次之,活力最低;工作投入的水平在教龄上存在显著差异,教龄在7至25年的特教教师的工作投入水平显著高于1至3年和4至6年教龄的特教教师;工作投入在所教班级类型上存在显著差异,教育智力落后学生的特教教师比教育盲生的特教教师工作投入水平高,教育各种障碍类型学生混合班的特教教师比教育盲、聋生的特教教师的工作投入水平高;工作控制感和工作独立性对活力和专注具有显著的影响作用,工作控制感对奉献具有显著的影响. 相似文献
5.
心理资本指可提升工作绩效与组织竞争优势的个体重要内在资源。具有一定的文化与群体差异性。本文基于积极心理学与积极组织行为学等理论,探索中小学教师心理资本的结构内容及与工作投入的关系。研究通过文献分析、访谈与问卷调查等途径,编制了信效度较好的中小学教师心理资本问卷,1071名教师的调查结果表明,中小学教师心理资本的构成包含有任务型心理资本（自我效能、进取心、希望、乐观和韧性）与人际情感型心理资本（热诚、幽默、爱与感恩、公平正直）两维度9因子,其中有些因子也是性格优点的表现。研究对教师心理资本及与工作投入关系进行了实证分析,结果表明：（1）教师心理资本与工作投入正相关,可通过补充能量,提高认同,激发动机,促进工作投入。（2）心理资本各维度对工作投入各维度既有直接效应,也可通过奉献、活力的中介影响专注。（3）任务型心理资本对工作投入的影响稍大些,但心理资本两维度的作用都不可缺。 相似文献
6.
中职教师队伍建设是决定职业教育发展的重要一环,职业认同对工作投入具有正向预测作用,职业认同可以影响工作投入进而影响中职师资队伍建设的整体水平。为发挥人力资源优势,提升中职师资队伍水平,通过对浙江省内5所中职学校的350名中职教师进行问卷调查,采用了描述统计与回归分析的方法,分析了中职教师职业认同对工作投入的影响。研究发现:浙江省中职学校教师的职业认同水平和工作投入水平均处于中等偏上水平。中职教师对自己职业的积极评价越高,愿意以“中职教师”自称的意愿越强,对职业荣辱与共的情感越强烈,工作过程中做出行动的倾向越强,都会对中职教师工作投入产生更显著的正向影响。 相似文献
7.
Hege Hermansen 《Scandinavian Journal of Educational Research》2016,60(6):679-693
Collective approaches to practice development are increasingly common in the teaching profession. Such initiatives frequently involve groups of teachers taking responsibility for introducing, sharing and developing new pedagogical resources and for aiding their integration into existing practices. This article explores teachers’ knowledge work as a component of collective practice development, and investigates how engagement with knowledge is constructed in different school environments. Drawing on research that followed an Assessment for Learning (AfL) project in a Norwegian city, the article examines how two groups of lower secondary teachers worked to support the introduction and development of AfL resources at their respective schools. The analysis reveals how their knowledge work was framed in different ways through available organisational roles and resources, and discusses the implications for initiatives aimed at collective practice development at the school level. 相似文献
8.
以台州市342名幼儿教师为调查对象,采用UWES工作投入量表调查幼儿教师工作投入的现状及其在人口统计学变量上的差异。结果表明：工作投入的三个维度中专注得分最高、奉献次之、活力最低。工作投入得分最高的分别是年龄30岁以下、教育程度大专及以下、已婚、2～5年教龄、在10个班级以下规模、公办幼儿园的幼儿教师。工作投入在学历、幼儿园规模的主效应明显,年龄、婚姻状况、教龄、编制、幼儿园所有制性质主效应不显著。在工作投入的奉献维度上,年龄、学历、婚姻状况、教龄、幼儿园规模的主效应明显,编制、幼儿园所有制性质主效应不显著。 相似文献
9.
Dirk Richter Mareike KunterUta Klusmann Oliver LüdtkeJürgen Baumert 《Teaching and Teacher Education》2011,27(1):116-126
This study examined teachers’ uptake of formal and informal learning opportunities across the career cycle. Analyses were based on data from 1939 German secondary teachers in 198 schools. Results showed that formal learning opportunities (in-service training) were used most frequently by mid-career teachers, whereas informal learning opportunities showed distinct patterns across the teaching career. Specifically, use of professional literature increased with teacher age, but teacher collaboration decreased. Teachers’ work engagement and professional responsibilities were hypothesised to predict changes over the career. However, although these variables partly predicted uptake of learning opportunities, they did not fully explain the age-related differences observed. 相似文献
10.
The logic of success: the relation between complex problem-solving skills and university achievement
Matthias Stadler Nicolas Becker Johannes Schult Christoph Niepel Frank M. Spinath Jörn R. Sparfeldt Samuel Greiff 《Higher Education》2018,75(1):1-18
This article deals with the demands that plagiarism places on academic communities, and with the resources staff possess in dealing with these demands. It is suggested that plagiarism ought to be placed in the context of network of intertwining communities (scholarly, pedagogical and administrative), to which participants are engaged to a different extent. The relationship to the ethical issue of plagiarism is related to the subject’s engagement in these communities. The article examines the way teachers deal with plagiarism from the point of view of work engagement and work-related wellbeing. In particular, we analyse job demands created by episodes of dealing with plagiarism as well as job resources teachers possess that aid them in coping with these demands. We used thematic analysis of semi-structured interviews of teachers in two universities. Our results show that the demands fall on five thematic categories: 1. rupture in the personal pedagogical relationship, 2. challenge on the supervisory “gatekeeping” responsibility; 3. a breach of the “everyday normality”; 4. ambivalence in explaining plagiarism and 5. the strain of performing the act of accusation. A key job demand in dealing with plagiarism is that teachers must balance both rule-ethical and care-ethical orientations in their reactions and actions. The resources teachers draw upon when dealing with these demands are: 1) dialogue and reflection in collegial dialogue 2) support from superiors and administration 3) shared protocols, procedures and plagiarism detection software. Our analysis shows that there are various demands that make dealing with plagiarism a strenuous task, but university environments also provide teachers with resources to cope with them. 相似文献
11.
ABSTRACT Recent educational policy reports in the U.S. have called for significant changes in teachers’ work to increase their effectiveness. The paper examines the relationship between the restructuring strategies in two comprehensive high schools and teachers’ engagement, which is defined as a multi‐dimensional construct. In one school, the restructuring strategies focused on creating a supportive climate for students, and in empowering students and teachers; in the other, emphasis was on developing professional skills of the faculty and strengthening group cohesiveness. The implications of the strategies for teacher engagement are illustrated with case study data. The discussion points to several conclusions: (1) the effects of restructuring are more bounded than is often assumed; (2) a quality of work life framework drawn from the social scientific literatures is useful for analyzing the effects of reform policies on teachers’ work; (3) teachers make trade‐offs between different types of engagement in order to increase their work satisfaction; and (4) restructuring has potential for increasing teachers’ engagement in schools with mixed socio‐economic and racial populations. 相似文献
12.
Eric M. Camburn 《School Effectiveness & School Improvement》2017,28(4):527-554
This study investigates the association between teachers’ exposure to different kinds of learning experiences and the degree to which they actively reflect on their teaching. We examine this association using data from 3 samples of teachers and schools in the United States. By examining multiple samples, we sought to strengthen the validity of our conclusions and understand whether and how the relationship between teachers’ engagement in reflection and their learning experiences varies across different kinds of work contexts. In all the 3 samples studied, we found that teachers engaged in reflective practice more often when they had more regular access to embedded learning opportunities which we define as collaborating with peers on instructional matters or working with instruction experts. This consistent result across all 3 samples suggests that embedded learning opportunities may provide a supportive context for teacher reflection across a range of settings. 相似文献
13.
社会支持是幼儿园教师应对职业压力的重要心理资源。为探讨幼儿园教师社会支持与留职意向的关系以及组织公平感与工作投入在二者关系中的作用,本研究选取了宁夏回族自治区1693名幼儿园教师为研究对象,采用社会支持量表、留职意向量表、组织公平感量表和工作投入量表进行测量。结果发现幼儿园教师的留职意向总体较好;社会支持和留职意向在教龄、园所性质、园所地域上存在显著差异,其中16年及以上教龄、公立幼儿园、村镇幼儿园教师的社会支持较高,留职意向也显著较高;社会支持、组织公平感、工作投入和留职意向两两显著正相关;社会支持对留职意向有显著的正向预测作用;组织公平感和工作投入在社会支持和留职意向之间起中介作用。具体而言,社会支持通过三条路径影响幼儿园教师留职意向,一是组织公平感的单独中介作用,二是工作投入的单独中介作用,三是组织公平感和工作投入的序列中介作用。为提高幼儿园教师的留职意向,应通过学前教育立法强化制度供给,切实改善幼儿园教师的社会地位与薪资待遇;通过文化和制度建设营造公平、公开、透明的组织环境;通过在职培训支持教师加强自身心理建设,引导教师客观看待问题,形成现实合理的期待,发展积极乐观的态度,主动增加工作投入。 相似文献
14.
Pat Thomson Christine Hall Lexi Earl Corinna Geppert 《British Journal of Sociology of Education》2019,40(2):239-253
The arts are under threat in English schools. But some schools and teachers work against the trend. To understand how they continue to offer rich arts experiences to students, we bring Bourdieusian thinking to arts teacher practices that were common across the 30 secondary schools we studied for three years. In addition to a flexible approach to the curriculum which encouraged independence, intellectual challenge and risk-taking, teachers also engaged in arts brokerage – embodiment of arts engagement, ensuring students regularly visit cultural events/institutions, using local cultural resources, organising visits from artists/cultural organisations, enabling students to exhibit and perform for wider audiences, connecting students with arts workplaces and enhancing community arts participation. We approach this as a logic of practice associated with arts broker dis/positions drawn from teachers simultaneously occupying two chiasmatic fields – art and education. 相似文献
15.
Enabling children and young people to act as researchers is increasingly viewed as useful in supporting their increased “participation” within settings where they live, work or receive services. This paper reports upon a project conducted by two educational psychologists (EPs) with two primary school class groups, in which the children and their teachers were provided with direct teaching and guidance to develop and undertake their own school‐based research projects. The work of each class group produced significant developments of educational provision across the whole school, showing that the EPs’ work had directly enabled the children to “make a positive contribution”. In addition, teachers and psychologists observed several social, cognitive and personal benefits to the children brought about by their engagement in the processes of questioning, data gathering, analysis, knowledge generation, and dissemination. The authors emphasise the potentially valuable contribution of EPs in promoting children and young people’s understanding and application of research skills, and in working directly alongside teachers within the classroom. Furthermore, the project represents a successful example of EPs and teachers engaging in joint direct work with children. 相似文献
16.
Research and policy have increasingly focused on the importance of staffing schools with effective teachers. A critical variable affecting teacher effectiveness is the enthusiasm, energy and effort teachers bring to their work, or teachers’ work engagement. Better understanding teachers’ work engagement and how it may change over stages in a teacher’s career is the subject of this exploratory interview study of second-stage teachers—teachers with 4–10 years of experience. Participants in this study described engaging in their work to different degrees and in very different ways. As beginning teachers, their interest in and enthusiasm for teaching was typically high and they focused a great deal of energy on conducting their classes. However, over time they acquired a sense of competence and had been granted considerable professional autonomy. Although competence and autonomy inspired and energized some of these teachers, it also made it unnecessary to be highly engaged. Their administrators reportedly paid little attention to their choices and did not intervene. Ultimately, the decision about whether and how to engage in teaching was theirs to make. Although all participants reported a continued interest in and enthusiasm for teaching, three stage-related patterns emerged in how they engaged in their work. Some teachers chose to modify their engagement, re-directing a portion of their effort to activities other than teaching, including their families or coursework for recertification. Others decided to focus their engagement, by attending to more fine-grained, interesting aspects of their subject or pedagogy, now that they had the basics under control. Still others chose to diversify their engagement—engaging in new and interesting extensions of teaching, such as leadership roles and extracurricular activities. A few, whose efforts to improve their practice or contribute to their school had been ignored or discouraged, either said they would leave teaching or had disengaged as an alternative to leaving. These findings suggest that having a better understanding of teachers’ engagement and the role that the school plays in their decisions about how to engage is important for promoting effectiveness and retention among teachers who have moved beyond their novice years. 相似文献
17.
Kirsti Sarheim Anthun Siw Tone Innstrand 《Journal of Higher Education Policy & Management》2016,38(1):53-67
This study examines the predictive value of job demands and resources on the meaning of work and organisational commitment across three age groups; young workers (<30 years), a middle age group of workers (30–49 years) and older workers (>50 years). Data were collected from a survey conducted among university employees (N = 3066). Hierarchical multiple regression analysis was used to test the relationship between the antecedent variables and the meaning of work and organisational commitment in the age groups separately. Age differences in the experience of these two variables were tested by one-way ANOVA. Both job demands and resources were related to the meaning of work and organisational commitment, however, the relative importance of demands and resources varied across the groups. Overall, older workers reported higher scores on the meaning of work and organisational commitment. The results suggest that different interventions should be considered when aiming to improve the meaning of work and commitment among different age groups. 相似文献
18.
Sabina Neugebauer 《The Journal of educational research》2016,109(4):391-404
Teachers' skill in inferring students' reading motivation influences their ability to provide responsive literacy instruction. Yet, studies show that convergence between students' and teachers' reports of students' affective experience with reading is moderate to poor. The present study, with a sample of 140 students, and 15 middle school teachers, examined the convergence across different rater reports (teachers, students, and research observers) of reading motivation and behavioral engagement in daily reading activities as well as the factors that explain teachers' perceptions of students' daily behavioral engagement with reading. Results indicate that there was no correlation between teacher or research observer reports with student ratings. However, teachers' perceptions of students' behavioral engagement in reading was explained by stable as well as situated student indicators of reading engagement. Additional measures to help teachers more easily detect shifts in motivation as a function of classroom practices are discussed. 相似文献
19.
Langeloo Annegien Lara Mayra Mascareño Deunk Marjolein I. LoCasale-Crouch Jennifer Strijbos Jan-Willem 《European Journal of Psychology of Education - EJPE》2021,36(2):379-404
Early childhood education serves an increasing number of multilingual children, and teachers are challenged to create high-quality learning opportunities in the classroom for all children. The child’s engagement and interactions with the teacher are important in this respect. The present study therefore examined how multilingualism relates to engagement and teacher-child interactions, taking a person-oriented approach. During one school year, 76 kindergarteners (43 multilingual) from 19 classrooms were observed for behavioral engagement and individual teacher-child interactions. Five engagement profiles were identified that reflect different levels of engagement across classroom settings. Multilingual children were overrepresented in profiles that showed lower engagement in one or more settings. Also, five interaction profiles were identified that showed strong diversity in the interactions of teachers with children in their classroom. Monolingual and multilingual children were equally represented across these profiles. Children in the more beneficial interaction profiles were also often in the moderate-to-high engagement profiles.
相似文献20.
Ji Hoon Song Sang Hoon Bae Sunyoung Park Hye Kyoung Kim 《Asia Pacific Education Review》2013,14(4):467-482
This study examined the structural relationships among perceived school support, transformational leadership, teachers’ work engagement, and teachers’ knowledge creation practices. It also investigated the mediating effects of transformational leadership and work engagement in explaining the association between perceived school support and knowledge creation practices. Samples included 284 career and technical education teachers in the United States. Structural equation modeling was employed. Perceived school support was positively associated with transformational leadership and teachers’ work engagement, but had no direct impact on knowledge creation practices. Transformational leadership was found to affect knowledge creation practices, but not work engagement of teachers. Although a supportive school climate had no direct relationship with knowledge creation practices, it indirectly affected this outcome variable through transformational leadership and teachers’ work engagement. The results suggest that in order to increase teachers’ knowledge creation activities, a supportive school climate should be provided with efforts to improve teachers’ work engagement and transformational behaviors of the principal. 相似文献