共查询到20条相似文献，搜索用时 15 毫秒
1.
A questionnaire survey of 710 Maltese primary schoolteachers revealed that the level of teacher stress, job satisfaction and career commitment was constituted differently in some of the teacher demographic subgroups. A principal components analysis of the stress ratings of 20 items covering various aspects of the teacher's work environment yielded four factors described in terms of ‘pupil misbehaviour’, ‘time/ resource difficulties’, ‘professional recognition needs’ and ‘poor relationships’. Teacher sex and ability‐group taught interacted significantly with the stress factors. Results also showed that teachers who reported greater stress were less satisfied with their job and less committed to choose a teaching career were they to start life over again. Moreover, the association between the general measure of job stress and the stress due to each of the four stress factors was strongest for ‘pupil misbehaviour’ and ‘time/resource difficulties’. Of the four factors, ‘professional recognition needs’ had the strongest inverse relationship with job satisfaction and career commitment. 相似文献
2.
新课程背景下中学教师新的教学任务、新的价值感是否会导致其教学效能感发生变化?而教学效能感是否会影响教师工作满意度?对350名广州市中学教师进行问卷调查发现:在新课程背景下,教师的人口学变量:性别与年龄的交互作用、学历、任教课程、职称、月薪,以及心理学变量:自尊、职业压力,对教学效能感有显著影响。此外,教学效能感、自尊及导致职业压力的某些因素会影响教师工作满意度。 相似文献
3.
The purpose of this paper was to examine the relationship between school organizational climate and teachers’ job satisfaction. A quantitative survey method was applied, and three broadly hypothesized relationships were tested with a sample of 245 teachers from six government secondary schools in district of Penampang, Sabah, Malaysia. The instrument used in this study was the modified version for combination of two questionnaires: Organizational Climate Index and the Teachers’ Job Satisfaction Questionnaire. The findings indicated that there is a significant positive relationship between school organizational climate and teachers’ job satisfaction. The teachers in this study were found to be fairly satisfied with their job, with the responsibility factor as the biggest contributor to job satisfaction. This study found that there is no significant difference in levels of job satisfaction between the teachers’ gender (male and female). Based on the years of service in their current school, there was a statically significant difference in the level of job satisfaction among the teachers. These findings revealed that the secondary schools in Sabah have a positive and open climate, with the professional teachers’ behaviour factor as the biggest contributor. The results of this study indicate the necessity to provide positive organizational climate and up keeping teachers’ job satisfaction by policy makers and principals with hope in enhancing the quality of schools in Malaysia. 相似文献
4.
The effective management of pupils' undesirable behaviours in the classroom represents a major challenge for teachers. In order to better comprehend the difficulties facing them it is important to examine how they perceive pupil behaviours at different stages of their professional development. The present study examined the effects of teaching experience and pupil and teacher gender on student teachers' perceptions of the seriousness of various forms of undesirable behaviours. A structured questionnaire was completed by 243 student teachers, regarding the perceived seriousness of 25 behaviours in boys and girls. Results indicated that both teaching experience and pupil gender were important moderators of their perceptions. For instance, novice student teachers rated overtly antisocial behaviours as serious, whereas their experienced counterparts gave higher ratings of seriousness to internalising forms of behaviour. A degree of gender stereotyping was also apparent in the perceptions of mainly novice teachers. The accumulation of teaching experience may help direct teacher attention to more subtle aspects of pupil behaviour difficulties and may reduce gender stereotyping. 相似文献
5.
《Teaching and Teacher Education》1997,13(4):429-438
An empirical investigation was made of a model for predicting commitment to teaching, as measured by the extent to which teachers expressed an unwillingness to change careers. Predictor variables included personal variables as well as job-related factors. Data are reported from 175 teachers who had completed their preservice training at an Israeli teachers college over a ten-year period. Results indicated that only job satisfaction could directly predict commitment. Other factors, such as professional self-image, abilities, gender, job advancement, and pupil grade level were indirectly related, generally through their relationship with satisfaction. Teaching experience was unrelated to other variables in the model. 相似文献
6.
张高杰 《漯河职业技术学院学报》2010,9(5):153-155
随着高校改革的深入,各高校对教师的素质水平要求逐渐提高,高校教师特别是青年教师的职业压力日益增大。本文运用文献综述、问卷调查、逻辑分析等方法,针对河南省地方高校青年体育教师所面临的职业压力进行调查研究,发现职业压力主要来源于社会环境、教学环境和人际关系;考核、聘任与专业发展;科研与职称。提出一些缓解职业压力的建议。 相似文献
7.
本文基于全国11个省（直辖市、自治区）的高中教师调查,分别从教师的工作时间、成就感和工作满意度三个方面,对我国高中教师的专业生活状态进行了分析。在教师工作时间方面,我国高中教师平均周授课时相对其他国家而言并不长,但教师备课、批改作业时间较长;中、西部地区教师的工作时间长于东部地区的教师。在教师成就感方面,我国东部地区高中教师的成就感明显低于中、西部地区的教师,女教师的成就感普遍低于男教师;随着教龄的增加,教师成就感总的趋势是先上升后下降,但更详细的分析发现成就感随教龄的变化较为复杂。在教师工作满意度方面,中部地区的教师工作满意度显著高于西部和东部地区的教师;工作满意度随教龄和职称的变化大致呈V型分布。 相似文献
8.
Maria Platsidou Ioannis Agaliotis 《International Journal of Disability, Development & Education》2008,55(1):61-76
In the literature concerning Greek special education teachers, there is little evidence regarding the perceived levels of burnout, job satisfaction, and job‐related stress factors. The present study focused on the above issues. A sample of 127 Greek special education teachers at the primary school level was tested with the Maslach Burnout Inventory, the Employee Satisfaction Inventory, and the Inventory of Job‐related Stress Factors (an instrument created for this study). Results indicated that Greek special education teachers reported average to low levels of burnout. They reported moderately high levels of satisfaction with their job, the principal, and the school organisation as a whole; they also reported average satisfaction with work conditions and low satisfaction with prospects of promotion and pay. Four factors were identified on the job‐related stress factors: teaching in a multi‐category classroom, programme organisation and implementation, assessment of students, and collaborations with other special education experts and parents. The special education teachers perceived none of these issues as particularly overwhelming. Moreover, few significant effects of age, gender, and family status were identified. The above results are consistent with other studies that have focused on Greek regular education teachers, which have indicated that, in general, this group do not experience high levels of occupational stress. 相似文献
9.
Teacher moonlighting (teachers working other jobs in addition to teaching) may have positive as well as negative implications. In the context of post-socialist countries, the provision of private tutoring is one of the common forms of teacher moonlighting. The aim of the paper is to analyse the prevalence and factors that are associated with a) having a paid job in addition to one’s regular teaching obligations; b) provision of private tutoring among teachers. Results are drawn from a representative sample of 494 Czech teachers of academic school subjects in lower secondary schools who responded to an online questionnaire survey. Male teachers working part-time, with shorter professional experience, higher household financial burden and lower satisfaction with teacher salaries were more likely to moonlight. The provision of private tutoring was only associated with shorter professional experience and the teaching of core subjects, suggesting that Czech teachers’ motivation to provide private tutoring is currently not primarily financial. 相似文献
10.
Esther T. Canrinus Michelle Helms‐Lorenz Douwe Beijaard Jaap Buitink Adriaan Hofman 《Educational studies》2011,37(5):593-608
This study shows that professional identity should not be viewed as a composed variable with a uniform structure. Based on the literature and previous research, we view teachers’ job satisfaction, self‐efficacy, occupational commitment and change in the level of motivation as indicators of teachers’ professional identity. Using two‐step cluster analysis, three distinct professional identity profiles have empirically been identified, based on data of 1214 teachers working in secondary education in the Netherlands. These profiles differed significantly regarding the indicators of teachers’ professional identity. Teachers belonging to the found profiles did not significantly differ in their amount of experience. 相似文献
11.
This study examined teachers’ satisfaction with various aspects of their job through multilevel analyses of national surveys conducted in the United States. The data came from the National Center for Education Statistics Schools and Staffing Survey for 1999–2000 and Teacher Follow-up Survey for 2000–2001. We found that teachers were least satisfied with work conditions and compensation, and that minority teachers were generally less satisfied with their job than were non-minority teachers. We also found that teachers’ job satisfaction varied with gender, years of teaching, and career status. These findings provide significant implications for educational policy aimed at retaining teachers in education. 相似文献
12.
The purpose of the present study was to investigate the effects of efficacy, job satisfaction, job stress and their influence on the occupational commitment of English-medium content teachers. A total of 109 practicing English-medium and Spanish-medium content teachers from the Dominican Republic volunteered to participate in the study. Findings suggest both teacher self-efficacy and collective efficacy measures were inversely but significantly correlated with occupational commitment and positively correlated with job satisfaction. The results also showed significant differences between English-medium and Spanish-medium content teachers’ self-efficacy, job satisfaction, job stress and occupational commitment. These findings have significant implications for advancing theory and practice. Recommendations for further research are discussed. 相似文献
13.
高校教师工作满意度的调查与分析 总被引：14，自引：0，他引：14
使用一个自行编制的“教师工作满意度问卷”，对湖南省四所高校的200名教师进行测量。调查结果显示：高校教师在人际关系、领导与管理方面满意度较高，而在薪资待遇、工作性质、进修提升和工作环境簪件方面满意度较低；性另4因素对教师工作满意度中的蕲资待遇、进修提升和领导管理维度有显著影响，但年龄、教龄、婚姻状况、学历等因素对工作满意度的影响并不显著。 相似文献
14.
采用质的研究方法,以安徽高校青年教师为调查对象,通过非正式个人访谈对安徽省高校青年教师的工作满意度进行实证研究。研究发现：在工作与报酬上,民办高校青年教师的工作满意度显著低于公办高校青年教师,而在职称晋级、对上级领导与同事的认知上二者之间不存在显著差异;在工作上,专科高校青年教师的工作满意度显著低于本科高校青年教师,而在报酬、职称晋级、对上级领导与同事的认知上二者之间不存在显著差异;除了在报酬方面有些许出入外,文科与理工科高校青年教师在工作满意度、职称晋级、对上级领导与同事的认知上不存在显著差异。 相似文献
15.
旨在探讨中小学教师职业压力、社会支持和心理健康间的关系,为促进中小学教师心理健康提供心理学依据.采用教师职业压力问卷、社会支持问卷和症状自评量表对625名中小学教师进行调查.结果表明:中小学教师的职业压力主要来自于工作负荷、职业期望和考试压力,在心理健康水平方面,高职业压力的教师要显著低于低职业压力的教师,高社会支持的... 相似文献
16.
In this article we explore the level of job satisfaction and the sources of job dissatisfaction for 210 secondary school teachers in southwest England and compare our results with the results from a similar study published in 1962. Using anonymous questionnaires, we asked 210 secondary teachers in southwest England (63% female) to rate their level of job satisfaction and to rate 16 sources of job dissatisfaction that we adapted from the 1962 study. Teachers in 2007 rated their job satisfaction significantly lower and ordered the sources of job dissatisfaction significantly differently than did teachers in 1962. Whereas teachers in 1962 were most concerned with external sources of job dissatisfaction (e.g. salary, condition of buildings and equipment and poor human relations), teachers in 2007 expressed the most concern about factors relating to teaching itself (e.g. time demands and pupils' behaviour). The changes in sources of dissatisfaction hold true for male and female teachers, with no difference in rankings according to years of teaching experience. 相似文献
17.
Chinese middle school teacher job satisfaction and its relationships with teacher moving 总被引：1，自引：0，他引：1
Junjun Chen 《Asia Pacific Education Review》2010,11(3):263-272
This study examined teacher job satisfaction in Chinese middle schools from the aspects of school, community, and life and
the relationships between these factors and teacher moving. A convenience sample of 294 teachers was approached through a
35-item questionnaire. Data were analyzed using SPSS. Three major results were found: (1) Chinese middle school teachers were
dissatisfied with their job in general. (2) Younger, less-experienced, junior teachers were more satisfied. Most groups of
teachers were more satisfied with their working conditions, but less satisfied with income. (3) The sub-factors of leadership,
professional opportunities, working conditions, and income had significant relationships with teachers’ future career planning.
The reasons contributing to job dissatisfaction and teacher retention in schools are discussed. 相似文献
18.
This paper describes an evaluation of a simple electronic simulation of sensorineural hearing loss intended to raise the awareness of mainstream trainee teachers during role play as both teacher and hearing-impaired pupil. In the wake of the continuing commitment to integration, it is hoped that such a device can improve the preparation of mainstream trainee teachers for their role as teachers of the hearing impaired. Twenty-four trainee teachers experienced both roles during the simulation, and their comments were scored by an expert panel for their importance. It was found that participants achieved a significant increase in awareness during their two five-minute simulated experiences of being a hearing pupil and teaching a hearing-impaired pupil. The experience of learning as a pupil with a simulated impairment was demonstrated to be as valuable as teaching a pupil with a simulated impairment, although there were differences with respect to the types of issues highlighted. 相似文献
19.
通过对赣州市18个学校1096名教师的问卷调查及41位教师的访谈发现:赣州市中小学教师工作压力处于中等水平,以社会、学生、教育教学改革方面的压力为主;近四成左右的教师有明显的职业倦怠,主要表现为情绪疲惫和少成就感;人口学变量和职业状态变量对工作压力、职业倦怠水平有影响;工作压力和职业倦怠在最高获奖级别上的差异折射出教师发展阶段中的"高原期";对职业的认同度及其职业能力共同影响着教师的工作压力和职业倦怠。 相似文献
20.
The current study examined how teachers’ perfectionism (personal standards [PS] and concern over mistakes [COM]) relates to their achievement goals for teaching, instructional practices (creation of mastery vs. performance classroom goal structures), job satisfaction, and flow experience during teaching. The data were collected from teachers (N = 143; mean age = 43.5; 70% female; 100% European American) practicing in the Midwestern U.S. Path analyses indicated that teachers’ high personal standards predicted endorsement of mastery goals for teaching, creation of mastery goal structure emphasizing personal progress and learning, high job satisfaction, and frequent flow experience during teaching. On the contrary, teachers’ high concern over mistakes predicted endorsement of performance-approach and -avoidance goals, creation of classroom performance goal structure emphasizing competition among students, low job satisfaction, and infrequent flow experience during teaching. A significant interaction between PS and COM was found for fluency (subscale of flow) experience, indicating that PS can buffer the harmful effects of COM. Therefore, the study evidenced the benefits of PS and the drawbacks of COM. 相似文献