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孙瑞权 《赤峰学院学报(自然科学版)》2010,26(5):192-197
采用自编《幼儿教师职业角色认同问卷》对200名幼儿教师进行了现状调查,结果表明：幼儿教师的职业角色理念与实际操作可行性认同处于很高的水平,但幼儿教师对职业角色的理念与实践操作可行性上有落差、脱节的现象．幼儿教师职业角色认同在知、情、行层面上处于中等偏上的水平,其角色认知和角色情感的认同度高于角色行为的认同度．幼儿教师在知、情、行层面上的职业角色总体认同因职称、教龄、是否担任行政职务和教师毕业学校等不同的背景因素而有所差异． 相似文献
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对我国不同地区的70多所中小学校的教师课程价值取向进行调查研究发现,中小学教师对生态整合价值取向的认同度最高,但是也不排斥学术理性、认知过程、人文主义等其他五种价值取向,这表明我国中小学教师课程价值观具有"后设课程取向"的特点。性别、教龄、学历、区位等均在不同程度上影响着教师的课程价值取向,女性教师比男性教师更为认同和重视这六种取向。16～20年教龄的教师在除社会重建取向之外的其他五种取向上认同度均高于其他教龄的教师,表明教师专业发展阶段对教师课程价值取向有影响。具有研究生学历的教师在学术理性和认知过程取向上的得分均低于其他学历的教师,表明教师对课程价值取向的认同度随着学历的提升而逐渐降低。农村地区与城市地区教师课程价值取向差异显著,表明经济及教育发达程度影响教师对新课程的理解和认同。 相似文献
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随着中国大陆课程改革的推进,教师对于课程改革的认同度及其关注阶段成为改革推进的重要影响因素.本研究透过对安徽省4座城市80所中学体育教师的问卷调查,发现:不同背景特征的体育教师在课改认同上差异不明显,硕士学历教师对学校改革管理方面较为不认同;体育教师在课改关注上主要处于"信息/个人"、"后果/合作"和"回顾"三个阶段,未来新课改要关注理念厘清和培训、教师合作;不同课改认同感的教师在课改关注阶段上有所差别. 相似文献
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中小学教师的课程取向及其特点 总被引：4，自引：0，他引：4
课程取向问卷调查的结果表明:中小学教师对认知过程取向的认同度最高,但也不排斥其他四种取向;男教师比女教师更倾向于学术理性取向;不同教龄的教师在认知过程、科技发展、社会重建、学术理性取向上有显著差异;不同学校类别的教师在科技发展、人文主义、社会重建、学术理性取向上有极其显著的差异;不同学历的教师在科技发展、人文主义、社会重建、学术理性取向上有非常显著的差异;教师的新课程培训状况对科技发展、认知过程、社会重建取向有影响。在此基础上,笔者对我国的课程研究与改革提出一些建议。 相似文献
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蒲阳 《天津市教科院学报》2021,(2):64-73
通过问卷调查,对北京市部分义务教育阶段教师的职业认同现状及其差异进行了分析。结果表明:中小学教师的职业认同水平整体较高,其中职业行为倾向得分最高,角色价值观得分最低。不同背景的教师在职业认同各构成因子上存在差异。在职业认同水平上,音体美及“其他”学科教师得分显著高于数理化及史地政生等学科教师;在职业价值观、角色价值观及职业行为倾向上,城市学校教师得分显著高于农村学校教师;在职业总体认同和职业归属感上,女教师高于男教师;在角色价值观上,教龄5年以下教师得分显著高于其余各教龄段教师,11—20年教龄的教师得分最低,研究生学历教师显著高于其余学历教师。不同类型学校、学段之间的教师在职业总体认同与各构成因子上均不存在显著差异。 相似文献
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农村中小学教师职业认同现状调查——以四川省为例 总被引：2，自引：0，他引：2
李壮成 《教育测量与评价(理论版)》2009,(10):19-21
本文对四川省农村中小学教师的职业认同现状进行调查。研究结果表明：农村中小学教师的职业责任感较强,但职业认同度不高;教师的职业认同在性别、年龄、学历、任教学科等变量上的差异明显;教师的职业认同受到职业认识、职业满意度、职业压力等因素的综合影响。 相似文献
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少先队活动是少先队员自我教育和相互教育的基本手段.研究表明:少先队员对少先队活动的整体认同度较高;少先队员对少先队活动的认同度在不同性别及担任不同职务方面不存在显著差异,但在不同年级间存在显著差异,低年级的认同度最高,高年级的认同度最低;少先队员在少先队活动内容上最认同开展游戏,在活动地点上最认同校外其他地方,在活动的组织者上最认同教师. 相似文献
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以北京市388位小学教师为样本,考察小学教师的职业认同对教学创新的影响,以及情绪劳动之表层扮演、主动深层扮演、真实扮演策略在其中的中介作用.结果发现:小学教师职业认同与教学创新存在显著相关关系;表层扮演在二者之间不具有中介作用;主动深层扮演、真实扮演分别在二者之间发挥单独中介作用,且主动深层扮演和真实扮演在二者之间发挥链式中介作用.研究建议:小学教师应善用心力资源,通过重构认知、转移注意力等主动深层扮演和真实扮演策略,主动感受情感劳动中的积极体验;学校管理者应遴选和训练善于调节情绪的教师,致力于打造公平友好优雅的学校组织气氛,组织教师进行情绪调节和管理的相关培训和训练,并通过资源分享和交流互动强化对教师工作的支持、帮助、共情和鼓励. 相似文献
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《林区教学》2017,(2)
通过对127名新疆中小学体育教师的问卷调查,从八个方面分析影响中小学体育教师职业倦怠感的因素,论述新疆中小学体育教师职业倦怠状况。研究结果表明,在新疆不同性别的中小学体育教师和不同性质的学校中,基本无显著差异;不同年龄及教龄的教师职业倦怠无明显差异;不同婚姻状况的教师三项因子无明显差异,但结婚有孩子教师的倦怠更为强烈;不同学历的体育教师在人格因子上存在着显著性差异,而在其他两个因子上不存在显著性差异;中专学历的体育教师在人格解体上远高于大专和本科学历的体育教师;在低成就感因子上,小学教师与其他授课对象教师之间存在着极其显著性的差异;不同学校的教师在各个因子之间没有显著差异,城市教师的倦怠在三个因子上均高于农村教师。 相似文献
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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
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Yin Cheong Cheng 《School Effectiveness & School Improvement》2013,24(2):85-110
This study intends to investigate how school organizational culture is related to important organizational characteristics and observe how the profiles of strong culture‐effective schools are different from those of weak culture‐ineffective schools in terms of organizational variables (such as principal's leadership, organizational structure, and teachers’ social interactions), teachers’ job attitudes, and school effectiveness criteria. It is a cross‐sectional survey research involving 54 randomly sampled Hong Kong secondary schools and 588 teachers. The unit of analysis is the school. Organizational ideology index was found to be substantially correlated with schools’ perceived organizational effectiveness. Among the 10 measures of these organizational variables, teachers’ esprit and principal's charismatic leadership can contribute substantially to the prediction of school's strength of organizational culture. The organizational profile of perceived strong culture‐effective schools is contrastingly different from that of perceived weak culture‐ineffective schools. The findings suggest that difference in organizational culture can be reflected at least in three overt levels: 1. organizational level in terms of principal's leadership behaviors, organizational formalization and participation, and teachers’ social norms; 2. teachers’ attitudinal level in terms of organizational commitment, social job satisfaction, intrinsic job satisfaction, and influence job satisfaction; and 3. school effectiveness level in terms of perceived overall organizational effectiveness and academic achievements in public examinations. The findings reinforce the importance of organizational culture to the ongoing effort and discussion of school improvement and school effectiveness. 相似文献
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Cemalettin ?pek 《Asia Pacific Education Review》2010,11(3):371-385
This study aims to describe organizational culture and commitment and to predict organizational commitment from organizational
culture in Turkish primary schools. Organizational Culture Scale (İpek 1999) and Organizational Commitment Scale (Balay 2000) were used in the data gathering process. The data were collected from 415 primary teachers and analyzed to describe their
organizational culture and organizational commitment perceptions by computing arithmetic means for each dimension constituting
these scales. Moreover, the relationships between organizational culture and commitment perceptions were tried to be investigated
through the regression analyses to predict the organizational commitment perceptions of primary teachers from their organizational
culture perceptions. The study results revealed that primary school teachers perceived all four organizational culture dimensions
at moderate levels, but they particularly perceived organizational commitment at internalization and identification levels.
They rarely perceived organizational commitment at compliance level. The results revealed that organizational commitment at
compliance level was predicted from power and role cultures, while organizational commitment at identification and internalization
levels was predicted from achievement and support cultures. 相似文献
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The present study examines teachers’ perceptions of organizational changes in their elementary schools. These changes occurred
following the implementation of a long-term comprehensive school improvement project (CSIP). One hundred and seventy one teachers
who taught in six elementary schools located in two different school districts in Israel responded to a questionnaire both
before and after a period of 3 years during which they participated in a CSIP. The teachers, assisted by six professional
consultants, one in each school, studied cooperative learning as well as new forms of collaborative staff work. The study
addressed two primary research questions: What changes in teachers’ perceptions of their schools’ organizational culture emerged
from teachers’ participation in the project? How were the professional relationships between the schools’ supervisors and
the teachers in the two districts reflected in the teachers’ perception of school organizational changes? Results indicated
that teachers in three schools from one district recorded a significant improvement in their perceptions of their schools’
organizational culture at the end of the project, whereas the teachers from the other district indicated either no change,
or a significant decline in their evaluation of their schools’ organizational culture. A cross-validation of the teachers’
data was performed through a content analysis of 500 reports written over the course of 2 years, submitted by six external
consultants. The analysis yielded four categories: general difficulties to work with the school’s staff, problems implementing
the project, teacher resistance, and cancellations of planned meetings. The analysis provided valuable information as to why
the teachers from the two districts differed in their reactions to the project. 相似文献
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Agaath M. Dekker-Groen Marieke F. van der Schaaf Karel M. Stokking 《Teachers and Teaching》2013,19(2):150-171
The Teachers of Promise study has followed the work histories of 57 primary and secondary teachers who had been identified at the beginning of their third year of teaching as having the potential to make a significant contribution to the profession. Using data from surveys and interviews, this paper reports on what sustained or inhibited their initial commitment to and enthusiasm for ‘making a difference’, six years later, both in the classroom and in broader school leadership roles. Satisfaction with their day-to-day experiences in their schools was a particularly strong driver of teachers’ career decisions over time. Thirty-four teachers responded to survey items that were used to identify three different groups of teachers: a group of 10 primary school teachers with the highest levels of job satisfaction who were ‘fulfilling their promise’; a group of 21 primary and secondary teachers who were ‘persevering and coping’; and three teachers who were ‘detached and disengaged’. The group with the highest levels of job satisfaction taught in primary schools where they felt respected and valued, and supported to develop their teaching and leadership expertise. School leadership practices and school cultures in the other two groups diminished teachers’ overall job satisfaction and contribution to collective knowledge building in their schools. Almost all of the teachers had retained their commitment to students, to their current schools and to teaching as a career, including those with lower levels of satisfaction. Although these teachers reported ‘collegial’ relationships with their peers, individualistic school cultures, most often in secondary schools, impacted on their opportunities to learn with and from their colleagues. Few secondary school teachers felt appreciated, and included in school decision-making or had found it possible to combine high standards of classroom teaching with management responsibilities. The study indicates that while most promising teachers were still satisfied with teaching after nine years, relatively few were in schools where they were able to make the impact that had been predicted for them early in their careers. 相似文献
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本研究被试为普通师范院校大学生675名。自编“师范生教师职业态度”问卷，问卷由职业认知、职业声望、职业情感、职业行为倾向、职业吸引五个因素组成，共28个题。结果显示：师范生教师职业态度均分属于中等偏上水平，未达积极水平。男生与女生在职业声望因素上有显著差异，后者高于前者。来自农村与城市的学生在职业声望、职业情感、职业行为倾向上有显著差异，前者高于后者。文理科、不同地区的师范生教师职业态度无差异。并针对调查结果，提出提高师范生教师职业态度方法。 相似文献
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Geoff Troman 《British Educational Research Journal》2008,34(5):619-633
The research reported here maps changes in primary teachers' identity, commitment and perspectives and subjective experiences of occupational career in the context of performative primary school cultures. The research aimed to provide in‐depth knowledge of performative school culture and teachers' subjective experiences in their work of teaching. Themes in the data reveal changed commitments and professional identities. The teachers who had an initial vocational commitment and strong service ethic were the older teachers in the sample. While some of the younger teachers expressed vocationalism in the form of wanting ‘to make a difference’, they also stressed the importance of time compatibility for family‐friendly work and child care. In the ‘highs’ and ‘lows’ of school life a number of factors supported some of the teachers' initial commitments, thus, providing ‘satisfiers’ in their work. However, some factors impacted negatively on teacher commitment. The psychic rewards of teaching provided the main basis of commitment and professional work satisfaction. Teacher strategies in performative school cultures highlighted the impact and saliency of testing regimes. There was evidence, however, of teacher mediation of policy and their investment in a more creative professional identity in their involvement in nurturing programmes and creative projects. Whether the schools and teachers developed creative approaches to increase test scores or to ameliorate the worst effects of testing they demanded increased effort and commitment from the teachers. Teachers in the contemporary context, who had in many cases experienced a career in another occupation prior to teaching, seemed much more adept and realistic in both recognising and managing their range of parallel commitments and identities. They have become more strategic and political in defending their self‐identities. Some evidence suggests their priorities have been to hold on to their humanistic values and their self‐esteem, while adjusting their commitments. 相似文献
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Teachers’ capacity for organizational learning: the effects of school culture and context 总被引：1，自引：0，他引：1
This paper investigates how key elements of school culture are associated with teachers’ capacity to find and act on new information. We analyzed survey data from 3,579 teachers located in 117 schools which were a randomly selected sample from 9 states in the US. We found that school cultural components such as academic press, student support, and trust and respect among teachers promote teachers’ capacity for organizational learning. We also found that the role of teacher professional culture in molding the capacity for organizational learning is critical. In terms of school contexts, we identified that school level (elementary, middle, and high school) was associated with teachers’ capacity for organizational learning in 2 different ways. First, as the school level increases, the capacity for organizational learning tends to decrease. Second, as school level increases, the positive relation between reflective dialogue and teachers’ capacity for organizational learning is weakened. Implications of these results are discussed. 相似文献