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1.
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
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工作投入是描述幼儿教师工作状态的重要概念,采用改编的幼儿教师工作投入量表对J省1495名幼儿教师进行调查。研究结果表明:幼儿教师工作投入由奉献、活力和专注三个因素构成;幼儿教师工作投入总体处于中等偏上水平;婚姻情况、学校性质、编制和教龄等变量对幼儿教师工作投入具有显著影响;已婚幼儿教师工作投入的总分、专注、奉献以及活力水平均高于未婚幼儿教师;民办幼儿教师工作投入的总分、专注、奉献以及活力水平均高于公办幼儿教师;有编制的幼儿教师工作投入的总分、专注、奉献以及活力水平均高于没有编制的幼儿教师;不同教龄的幼儿教师在工作投入总分、活力、奉献和专注维度上存在显著性差异。 相似文献
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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
4.
为研究教育组织中诚信领导对教师工作投入的影响,对650名初中教师进行了问卷调查,结果表明:教育组织中的诚信领导与教师工作投入显著相关.诚信领导(循规蹈矩、领导特质、下属导向和诚实正直四个方面)水平越高,教师工作投入(活力、奉献和专注三个方面)程度越高. 相似文献
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《沙洋师范高等专科学校学报》2019,(2):92-96
对辽宁省范围内693名幼儿教师进行问卷调查,旨在了解辽宁省幼儿教师工作投入状况,为提高幼儿教师工作投入水平提供依据。结果显示:辽宁省幼儿教师工作投入水平整体较高,各维度之间存在差异,活力水平最高,专注水平最低;不同年龄段的幼儿教师在活力和奉献维度存在显著差异;不同教龄的幼儿教师在活力维度存在显著差异;不同园所等级的幼儿教师在活力维度和专注维度有显著差异;不同学历和劳动关系的幼儿教师都在专注维度上存在显著差异。 相似文献
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高中生学习投入应激和自我效能感的关系 总被引：1，自引：0，他引：1
采用学习投入量表、青少年生活事件量表以及一般自我效能感量表对228名高中生进行调查。发现样本高中生整体学习投入水平一般;重点高中的学生学习投入水平及其活力、奉献、专注三个维度显著高于非重点高中学生;应激各维度与学习投入均呈显著负相关;自我效能感与学习投入各维度均呈显著正相关。回归分析表明自我效能感对学习投入及其三个因子有显著的预测作用。 相似文献
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大学生学习投入主要表现为一种深度的、更持久、更普遍的情感认知状态,包括活力、奉献和专注力三个核心成分。为了探讨大学生学习投入与学业成绩之间的关系,文章作者采用标准化的学习投入量表对S大学的300名大学生进行了调查,将量表划分为活力、奉献和专注三个维度,并对调查数据采用皮尔逊相关分析和回归分析等统计方法进行分析处理。结果表明,大学生学习投入度中的奉献维度与学业成绩呈显著正相关,而活力维度、专注维度则与学业成绩不相关。 相似文献
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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
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《教师教育研究》2017,(4)
以573名幼儿园教师为被试,对《幼儿园组织气氛描述问卷》进行修订,并考察幼儿园组织气氛的特点、类型及其与教师教学效能感的关系。结果显示,(1)修订后的《幼儿园组织气氛描述问卷》具有稳定的6维度结构及良好的信效度。(2)与民办园相比,公办园在园长支持行为、园长限制行为和教师敬业行为3个维度上的得分显著较高,在园长监督行为上的得分显著较低;组织气氛的6个维度在园所级类上的差异均达到显著水平。(3)幼儿园组织气氛以投入型和封闭型为主。(4)回归分析发现,控制办园类型和园所级类等变量后,园长支持行为、教师敬业行为显著正向预测教师教学效能感,教师疏离行为显著负向预测教师教学效能感。 相似文献
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重庆市特殊教育教师心理健康与社会支持研究 总被引：2，自引：2，他引：2
本研究采用症状自评量表(SCL-90)与社会支持评定量表(SSRS)对重庆市132例特殊教育教师进行调查,利用SPSS统计软件采用t检验与相关性分析对各项指标均数进行统计分析。结果显示重庆市特殊教育教师除敌对因子之外,其余9个因子均明显低于国内成人常模;30岁以上和30岁以下、已婚和未婚、教龄在10年以上和10年以下的特殊教育教师在社会支持评定中的主观支持得分和社会支持总分差异显著;对SCL-90的10个因子得分与SSRS的3个维度得分及总分进行相关系数分析及回归分析,表明社会支持中的客观支持维度与SCL-90中的各个因子相关程度不显著;社会支持总分对强迫症状和抑郁具有显著的预测作用;主观支持对焦虑具有显著的预测作用,主观支持、支持利用度对强迫症状、抑郁和人际关系都有显著的预测度。 相似文献
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对河南省南阳市67名农村初中体育教师进行问卷和访谈调查,发现其工作满意度和幸福感状况为：得分总体不高;女体育教师得分显著或非常显著低于男体育教师;二者随着年龄增加而提高,但不同年龄段之间差异显著或极其显著;中学二级教师的分值最低;本科学历教师得分极其显著或显著低于大专及以下教师．由此建议同工同酬与倾斜性支持并用,着重提升女体育教师的工作满意度和幸福感;全面关照与特别关注相结合,提升不同年龄段教师的工作满意度和幸福感;专业发展和心理引导相结合,提升初级职称和高学历教师工作满意度和幸福感;营造和谐校园文化,为体育教师工作满意度和幸福感提升搭建平台． 相似文献
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This study examined the roles of future time perspective and affective commitment on the work engagement of a select group of aging Filipino professoriate. A total of 208 respondents aged 40–60 years old, teaching at the largest Catholic University in the Philippines, were requested to accomplish a multi-aspect questionnaire covering the variables of the study. Data gathered were processed through SPSS v.17 and AMOS v.19. The structural equation model reveals (i) a positive relationship between future time perspective and affective commitment (β = .485) and (ii) a positive relationship between affective commitment and dimensions of work engagement, namely, vigor (β = .986), dedication (β = .943), and absorption (β = .983). Also, of all the dimensions of work engagement, absorption has the biggest impact, while dedication has the smallest impact on work engagement. Findings yielded in this study provide valuable information in structuring human resource programs that can help address the aging workforce’s needs and concerns, thus improving their future orientation, commitment, and work engagement. 相似文献
13.
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
14.
Hakan Sari 《Educational studies》2004,30(3):291-306
This study explores issues of burnout and job satisfaction among special school headteachers and teachers in Turkey. The purpose of the study is to determine whether there is a difference between headteachers' and teachers' burnout and job satisfaction in terms of work status, gender and work experiences, and to analyse the factors effecting their burnout and job satisfaction. In this paper, a quantitative approach has been used: 295 subjects (33 special school headteachers and 262 special school teachers) responded to the survey. As the research instruments, the Job Satisfaction Scale and Maslach Burnout Inventory were used to measure job satisfaction and burnout levels in terms of the dimensions of emotional exhaustion, depersonalization and personal accomplishment. The study results indicated that special school headteachers felt less personal accomplishment than special school teachers. However, there were no significant differences between headteachers and teachers on two burnout dimensions, namely emotional exhaustion and depersonalization, and job satisfaction. In terms of gender, males have less emotional exhaustion and personal accomplishment but higher depersonalization than their female counterparts. Females have higher job satisfaction than their male counterparts. In relation to their work experiences, more experienced subjects have higher emotional exhaustion and depersonalization than their less experienced colleagues, and also less job satisfaction than less experienced counterparts. However, more experienced subjects who participated in the study felt higher personal accomplishment than the others. 相似文献
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Teacher policy is high on national agendas and countries are seeking to improve schools. Demands on schools and teachers are more complex and it is expected that a larger number of teachers will enter the profession. Studies indicate that the period when teachers are newly qualified is a peak time for leaving the profession. The purpose of this study was to investigate work engagement and teacher efficacy and their relationship to job satisfaction, burnout and the intention to quit among newly qualified teachers. 750 questionnaires were distributed to teachers who had less than six years experience as a teacher after they had completed their teacher education from one university in southern Norway. 192 completed surveys were returned, a response rate of 25.6%. In line with the hypothesis, proposed work engagement and teacher efficacy are positively related to job satisfaction but negatively related to job burnout and the intention to quit. Practical implications of these findings are discussed. 相似文献
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近十年来,国外关于“工作投入”的研究取得了一些成果,界定了概念,认为工作投入是一种与工作相关的、积极的、充实的精神状态,包括三个维度：活力、奉献、专注;建构了工作投入的理论框架,主要有资源守衡理论和工作需求-资源模型。创建了检测工作投入状况的结构模式—UWES-17和UWES-9。 相似文献
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The Minnesota Marking Attitude Scale was administered to 33 regular education and 20 special education teachers. Results showed that regular educators believed that marks have a positive influence on students while special educators believed marks have neither a positive nor a negative influence (p < .005). Special educators believed to a greater extent than did regular educators that marks should be manipulated in order to influence student behavior (p < .05) and that different standards should be used to evaluate different students (p < .001). Teachers also marked students' written short answers to two typical school questions. No significant differences were found between the marks assigned by the two groups of teachers to either set of answers. Assigned marks, attitude scores, and years of teaching experience were not significantly correlated with each other. Results are discussed in terms of implications for mainstreaming. 相似文献