共查询到19条相似文献，搜索用时 156 毫秒
1.
教师职业压力研究综述 总被引：4，自引：0，他引：4
教师职业压力是近二十年来兴起的一个热门课题。通过对国内外已有研究的分析,本文对教师职业压力的定义进行了总结,确定了主要的研究方法,分析了压力的来源,并提出了当前教师职业压力研究的缺陷以及未来研究的方向。 相似文献
2.
中小学教师职业压力研究综述 总被引：2，自引：0，他引：2
教师职业压力问题是一个世界性的研究课题.本文从教师职业压力的普遍性、影响力、压力源、教师个人背景因素对职业压力的影响、职业压力管理等方面对近20年来国内外中小学教师职业压力的研究状况进行综述,以期对后来者的进一步研究起抛砖引玉的作用. 相似文献
3.
教师职业是一个高压力职业,职业压力影响了教师的工作质量。社会支持是影响压力水平的重要因素,社会支持对教师职业压力有重要的影响。本文对教师职业压力与社会支持研究进行了回顾,概括了教师社会支持的现状。 相似文献
4.
我国教育事业的迅猛发展和教师职业的特殊性,使广大教师产生了巨大的职业压力。本文对教师职业压力源进行了分析,并就如何应对教师职业压力的策略进行了探讨。 相似文献
5.
长期以来,教师职业压力的研究结论丰富,但内容庞杂,缺乏系统的理论指导.从吉里亚科理论模型的视角对教师职业压力研究的热点领域进行透析认为:研究教师职业压力的理论出发点和归宿都应以吉里亚科的模型为主;未来的研究应该重视理论对实践的引导、纵向研究与横断研究相结合、客观测量与主观评估相结合、采用先进的统计技术. 相似文献
6.
教师职业压力与健康状况研究述评 总被引：12，自引：0，他引：12
刘荣 《首都师范大学学报(社会科学版)》2004,(4):118-124
自 2 0世纪 70年代中期以来 ,对教师职业压力及其影响的研究一直是世界性的关注主题。吉里亚科和萨克里夫率先提出了教师职业压力的理论概念及模式 ,以后多数研究者均在此基础上展开研究。尽管多数研究都认为教师健康状况的下降是由教师职业压力导致的 ,但也有某些非支持性的研究结果显示教师职业压力和健康状况之间没有相关或相关很小。本文认为产生以上矛盾结论的主要原因在于研究缺乏一致的理论框架、研究工具缺乏一致性、研究设计比较单一等 ,对此本文提出了改进的建议。 相似文献
7.
申艳娥 《福建教育学院学报》2011,(4):82-85
本研究采用修订的教师职业压力问卷和学校组织气氛问卷,选取247名高中教师进行调查,分析高中教师职业压力与学校组织气氛的现状,探讨高中教师职业压力与学校组织气氛的关系,结果表明：高中教师职业压力是普遍存在的,学校组织气氛的总体状况良好;学校组织气氛对高中教师职业压力具有显著的负向预测效应,其中人际气氛对高中教师职业压力具有最显著的预测效应。 相似文献
8.
雷刚 《教学管理与教育研究》2021,6(7):120-121
教师的职业压力,直接影响其正常的工作与生活.加强高中教师职业压力管理与控制,是当前高中教育管理迫在眉睫的工作之一.基于"职业压力"的基本内涵,文章对高中教师职业压力源进行了深入分析,从增强高中教师职业认同感、建立科学高效的管理模式及提高教师抗压能力三方面,对高中教师职业压力管理与控制的路径策略进行了研究. 相似文献
9.
教师职业紧张压力源的反思与启示 总被引：3，自引：0，他引：3
对教师职业紧张压力源的研究可以从教师职业压力、教师职业紧张、教师职业倦怠、横向比较等层面入手,教师职业紧张的主要压力源有:社会压力源包括(1)过高的职业期待和过低的待遇,(2)社会变革带来的压力;学校压力源包括(1)工作的负荷重,(2)同事关系紧张,(2)学生的厌学情绪和违纪行为严重,(4)考试的压力大,(5)教师的角色冲突严重等。通过教师职业紧张研究思路及其压力源的反思,我们认为教师的职业压力是一种外力,是导致教师职业紧张的外因,而内因则是教师对其职业压力的认知。教师过高的期望、过低的能力、过高的感受力等,均影响着教师对其职业压力的认知,进而引发不必要的职业紧张心理。所以应强化社会对教师职业的支持系统,确保教师的生存和发展,在提高教师自身的能力、降低对压力的感受性上下功夫。 相似文献
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关于教师职业压力的研究,最早出现于二十世纪70年代,之后研究者逐步深入地对教师压力进行研究,取得了一定的研究成果。前人的研究成果对提高教育教学的效率和质量起着重要的指导作用;同时,促进了学校和教师对教师职业特点的进一步认识,从而做出相应的调整和改进。当前,教师的职业压力问 相似文献
11.
The challenge–hindrance stress framework argues that certain job stressors have entirely detrimental effects (hindrance stress), but some may also have beneficial effects (challenge stress). Though the challenge–hindrance framework has largely been neglected in teacher stress research, we adopted it to provide a more differentiated view of the most prominent stressors in the teaching profession. We asked a sample of 528 secondary schoolteachers to report the extent to which they perceived occupation‐specific stressors as motivating (challenge stress) and burdening (hindrance stress). Most stressors (those associated with sociopolitical pressure, students’ misbehavior, and lack of resources) were seen as a hindrance rather than a challenge. Only stressors associated with expanded job scope seem to have had more challenge than hindrance potential. Teachers’ hindrance (but not challenge) stress in turn was a strong predictor of psychophysiological symptoms. Importantly, hindrance stress was highest and also the most significant predictor of psychophysiological symptoms if it arose from sociopolitical pressure. In sum, the results indicate that the challenge–hindrance framework might serve as a useful theoretical background in the field of teacher stress research and could offer another explanation for the poor health reported by this occupational group. 相似文献
12.
何亚柳 《四川师范学院学报》2009,(3):84-87
本文以90名大班幼儿为调查对象,通过半结构访谈法了解幼儿心理压力的现状、来源及其构成以及每种来源内部的具体分布,分析该现象出现的原因,以求为家长和教育者提供建议。并为研究我国幼儿心理压力问题提供参考。结果发现,大部分幼儿都感受到了压力,幼儿心理压力源按比例从高到低依次为：父母、同停、社会、学业、其它、自己、幼儿园日常生活和教师。 相似文献
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14.
Research on teacher–student relationships and learning environments: Context,retrospect and prospect
《International Journal of Educational Research》2005,43(1-2):103-109
The program of research on teacher–student relationships described in this issue is an important part of the field of classroom learning environments, although it has its own distinctive and significant features. The questionnaire on teacher interaction (QTI), the main instrument used in this research, follows the strong tradition in learning environments research of using the perceptions of the participants in the classroom. Although this research program originated in the Netherlands, it now is truly international and the QTI has been translated into and validated in over a dozen languages. Not only has past research consistently replicated the advantages of positive teacher–student relationships in terms of promoting improved student outcomes, but positive teacher–student relationships also are worthwhile process goals of education. In the future, it would be desirable for the QTI to be used more frequently by teachers as a feedback instrument for guiding improvements in their classroom relationships with their students, and that qualitative data-collection methods are used more often in conjunction with the use of the QTI in research on teacher–student interaction. 相似文献
15.
Michelle Helms-Lorenz Bert Slof Carlien. E. Vermue Esther. T. Canrinus 《Educational studies》2012,38(2):189-207
Induction arrangements are implemented in schools all over the world to support beginning teachers (BTs) (novices) in gradually growing into their profession. The aim of this study is to gain more insight into two key psychological processes involved in the work of a qualified beginning teacher, namely perceived stress and self-efficacy. This unfolding is necessary to find a path of influence to lead the way to meaningful support interventions. Support in the form of induction arrangements is hypothesised to decrease perceived stress and to increase self-efficacy and, thus, decrease stress outcomes. To test our hypotheses 30 BTs and their school-based educators, working in 13 different schools, were surveyed. The analyses revealed that stress causes and stress outcomes are indeed interrelated and that self-efficacy affects this relationship in a mediating way. However, besides decreasing a beginning teachers’ perceived lack of learning opportunities, no other influences of induction arrangements were obtained. Implications and suggestions for future research are discussed. 相似文献
16.
每位教师实质上都有其教学观念,犹如每个人都有自己的人生观念一样,正是教师的教学观念影响着其教学实践活动的方方面面,但关注的重心往往是“教师应该树立什么样的教学观念”,而对“教学观念”本体缺乏深入研究。有鉴于此,文章对教学观念的概念、结构、特点与功能等问题进行梳理和剖析,以使能够全面理解和正确使用“教学观念”一词,促进学界对教学观念问题的深入研究。 相似文献
17.
当前我国中小学教师应激源分析及对策思考 总被引：4，自引：0，他引：4
本文从职业因素、环境因素、学校因素和教师个人因素四个方面对教师应激源进行了深入分析和探讨,并从个人、学校、社会三个方面提出了相应的应对策略和管理思路,旨在引起全社会给教师应激以更多的关注. 相似文献
18.
Paul G. Fitchett Christopher J. McCarthy Richard G. Lambert Lauren Boyle 《Teachers and Teaching》2018,24(2):99-118
Previous research has demonstrated associations between teacher stress and occupational burnout, but few studies have attempted to operationalize a central tenet of most stress theories, namely that teachers’ appraisals of their classroom demands vis-à-vis their classroom resources is a central driver of vulnerability to stress. The research is particularly silent on risk for stress among the most vulnerable workers in the education sector – first-year teachers. The current study, utilizing data from the US National Center for Education Statistics Beginning Teachers Longitudinal study, sought to replicate prior research, conducted with more experienced US teachers, demonstrating that perceptions of classroom demands and resources can be used to classify new teachers according to their risk for stress. In an extension to previous analyses, the current study also examined the association between first-year teachers’ risk for stress and professional preparation. Results from this study aligned with previous findings, teachers classified at risk for stress reported more burnout symptoms (d = 1.48) and less classroom control (d = .62). Teacher education characteristics and exposure to first-year support programming were also found to be associated with first-year teachers’ risk for stress classification. Findings have implications for how US teacher education potentially shapes first-year teachers’ appraisal of their working conditions and corresponding risk for stress. 相似文献
19.
Alison Owen-Yeates 《Pastoral Care in Education》2005,23(4):42-51
Over the past decade, teacher stress has been well studied. However, comparatively little research has been carried out on student stress. This article reproduces a study carried out by Kyriacou and Butcher in 1993 to observe whether the main stressors for year 11 students have changed over the past 10 years. Students at one comprehensive school completed a questionnaire about their own stress, which was also completed by the teachers. The main sources of stress were academic, as was found in 1993; however, coursework featured more in 2002. There were a number of differences between girls and boys and between the students and their teachers. 相似文献