共查询到20条相似文献，搜索用时 109 毫秒
1.
本研究采用自编的《高等职业技术学院教师职业压力源问卷》对613名高职教师进行了测量,目的在于探讨性别和年龄对高等职业技术学院教师职业压力的影响。研究结果表明在问卷中的学校管理、教学科研、家庭社会、学生素质和总均分上表现出年龄差异,30～50岁的中年教师面临着更大的职业压力,但在问卷所有五个维度和总均分上都没有显著的性别差异,性别和年龄的交互作用也不显著。由此可见,年龄对高职院校教师职业压力具有显著影响,不同性别教师的职业压力随年龄表现出相似的变化趋势。 相似文献
2.
师资队伍是学校教学质量的关键,提高教师职业能力是提高教学质量的前提。本文针对高职教师的职业能力进行了分析,并结合上海思博职业技术学院提升教师能力的实践,提出了提高教师职业能力的方法与途径。 相似文献
3.
提高教学质量是学校的生命线。黄冈职业技术学院着力提升教师职业教育能力,校企深度融合,深化教育教学改革,强化教学管理,在提高办学能力和人才培养质量上进行了有效的探索。 相似文献
4.
贾卫红 《山西大学师范学院学报》2013,(1):130-131
师范生的职业认同感直接影响着其自身的学习状况以及未来中小学的教育质量。师范生教师职业认同感的形成是社会、学校、个体自身等因素相互作用的结果。提高师范生的教师职业认同感需要从社会、学校和师范生自身等方面着手。政府应采取有效措施真正提高教师的社会地位;师范院校应积极改革,重视师范生教师职业认同感的形成和提高;师范生自身要正确认识教师职业,端正学习态度,努力提高自身素质。 相似文献
5.
为了让教师远离职业倦怠，本文从职业学校教师的角度阐述了职业倦怠的表现及影响．从社会、学校、学生和教师自身等方面．分析了教师职业倦怠产生的原因．并提出了避免或消除教师职业倦怠的对策。 相似文献
6.
教师职业枯竭严重危害着教师的心理健康,职业枯竭使教师对教师的专业发展产生延缓和阻滞作用。职业枯竭的产生源于教师的职业角色特征,又与社会和学校管理因素相关。教师职业枯竭的缓解与克服,需要社会、学校和教师个体自我调适来实现。 相似文献
7.
社会支持在特殊教育学校教师职业枯竭与职业承诺之间的调节作用 总被引：1，自引：1，他引：0
以918名特殊教育学校教师为被试,采用问卷调查法,考察了社会支持与特殊教育学校教师职业枯竭、职业承诺之间的关系。结果发现：社会支持在特殊教育学校教师职业枯竭与职业承诺之间起调节作用。据此,本研究提出教育建议：降低特殊教育学校教师的职业枯竭感,为特殊教育学校教师提供社会支持。 相似文献
8.
9.
独立学院的可持续发展离不开教师队伍职业认同的提升。基于独立学院生存与发展的宏观社会背景与教师职业认同发展的一般规律,从理论层面对独立学院教师职业认同的影响因素进行探讨,并结合对独立学院职业认同的基本现状及其构成要素的调查分析发现:独立学院教师职业认同整体水平偏低,其中,学院认同、自我认同水平的提高尤其值得重视。 相似文献
10.
11.
This study investigated students’ perceptions of the generalist learning environment of the primary school compared to their
perceptions of the specialist science learning environment of secondary school. The role of student gender and change in school
size as influencing factors on changes in students’ perceptions across primary to secondary transition were especially considered.
The same students’ perceptions of the learning environment were collected in the final stages of primary school and again
after their initial term in secondary school. Insights were gained into how students’ perceptions of learning environment
changed during their first exposure to specialised science learning environments and teachers, and how these changes in perceptions
during transition depended upon school size and student gender. Both school size and student gender were found to be influencing
factors for changes in some learning environment dimension perceptions. 相似文献
12.
As part of a larger longitudinal study of Western Australian high schools, 212 teachers were surveyed about their perceptions
of the school in which they teach and the management of that school. In particular, teachers responded to questions about
the school environment, their morale and the organisational health of the school, and they were asked some self-concept and
teaching efficacy questions. A multilevel model was used to investigate the effects of these and other school characteristics
on teacher morale (the dependent variable), while accounting for school level differences. This study demonstrated that teacher
morale varied between teachers and between schools, with school environment explaining 54% of the variability in morale. That
is, when the school environment was positive, teacher morale was higher. The implications of this finding point to the importance
of both improving the school environment and teacher morale in order to enhance the health of schools. This is only achieved
when teachers believe that their school is improving and has a positive climate.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
13.
王发魁 《临沂师范学院学报》2011,(4):97-99
中学教师心理健康对教师本人的教育教学、心理水平和学生都有重要影响。优化维护教师心理健康的学校环境,一是优化学校教育环境和心理环境。二是强化学校的管理改革,树立良好的领导作风,采取合理的工作方法;正确合理地实行改革,保障中学教师的职业安全感;端正办学思想,减轻中学教师的工作压力;正确合理地运用奖惩措施,提高中学教师心理满意度。三是健全中学教师心理健康的校内保障系统,制订和实施符合本校实际的中学教师心理辅导计划。学校管理者还要建立起家、校沟通的交流机制。 相似文献
14.
Leonidas Kyriakides Bert P. M. Creemers Dona Papastylianou Marietta Papadatou-Pastou 《Scandinavian Journal of Educational Research》2014,58(4):453-478
A framework based on research on bullying and on educational effectiveness was offered to schools to assist them in developing strategies and actions to improve their learning environment, their policy for teaching, and their evaluation mechanisms in order to reduce bullying. At the beginning and end of the intervention, the Revised Olweus Bully/Victim Questionnaire and a teacher questionnaire measuring three school factors (school policy for teaching, school learning environment, and school evaluation) were administered to the experimental and control groups. This experimental study reveals that the intervention had both a direct impact on the reduction of bullying and an indirect impact through improving the school factors. Implications for research into supporting schools to reduce bullying are given. 相似文献
15.
本研究主要运用相关分析法及个人访谈法对来源于高职院校三大类学生的归因倾向、学校环境、兴趣水平、焦虑水平、学习策略水平、动机水平、动机行为、自我效能感水平分别与他们的自我效能感水平、兴趣水平作了相关分析。结果发现:三类不同学生归因倾向、学校环境、兴趣水平、焦虑水平、学习策略水平、动机水平、动机行为、自我效能感之间两两相关。对厌学者而言,自我效能与学习策略、动机行为达到非常显著的相关,与兴趣水平达到显著的相关,与学校环境存在不显著的负相关。兴趣水平与焦虑水平、自我效能达到非常显著的相关,与学校环境达到显著相关,与归因存在负相关。对次厌学者而言,自我效能与学习策略达到非常显著的相关,与动机行为达到显著相关,与学校环境、归因倾向呈现低等程度的负相关。乐学类学生的自我效能与动机行为产生了显著的正相关,与学校环境、归因方式产生低度负相关;他们的兴趣水平与动机水平、焦虑水平、自我效能、动机行为产生了中低度相关,与归因、学校环境、学习策略产生了中低程度的负相关。 相似文献
16.
Jodi Streelasky 《Literacy》2019,53(2):95-101
This study analyses the valued school experiences of 15 five‐ and six‐year‐old Canadian children, through their creation of multimodal texts. Throughout the school year, the students spent a large portion of each school day in the expansive forest on the school grounds, and their texts revealed their significant interest in this natural outdoor environment. Specifically, the data revealed that the outdoor space provided a context where the children could engage with each other and the environment in meaningful, creative and collaborative ways. This research has the potential to contribute to our understanding of the capacity of young children to share their thoughts on their school experiences by drawing on a range of modes and to contribute to our understanding of the power of alternative learning spaces, such as forest environments, on children's literacy learning and development. 相似文献
17.
司莹 《天津职业院校联合学报》2021,(4):95-98
校园环境作为校园文化的物质依托,对学生健康心理的培养、品德素质的提升具有重要作用。与普教学生相比,中职学生心理特点有其独特性。因而,中职学校在进行美丽校园环境建设时,除须遵循环境设计的一般原则外,还应针对中职学生的心理特点做出相应的设计。 相似文献
18.
Determinants of Students' Quality of School Life: A Path Model 总被引：3，自引：0，他引：3
This study examined factors contributing to the quality of school life of secondary school students. A path model, expressing
interrelationships between students' background characteristics, their expectations of schools, the perceived quality of both
the formal and the informal school curriculum, the classroom environment and students' quality of school life, was developed
and tested. The sample comprised 8265 Grade 12 students from 70 schools in New South Wales, Australia. Analysis indicated
that, after controlling for other variables in the model, students' experience of the classroom environment was the single
most important factor explaining their quality of school life.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
19.
《International Journal of Educational Research》1997,27(4):321-331
This study is a conceptual and empirical extension of a variety of recent investigations that have attempted to establish linkages between and syntheses among school environment characteristics and school effectiveness. Of particular interest was the extent to which the adult professional learning environment characteristics of schools can be conceptualized, operationalized, and linked to multiple indices of school effectiveness. The development and construct validation of a measure of teachers' perceptions of structural and cultural factors enhancing their learning in the school environment is described for a large sample of teachers in elementary, middle, and secondary schools. Implications for future research and theory development on school level environments are discussed. 相似文献
20.
This mixed‐method study examined characteristics and predictors of teacher collaboration. Limited research exists that describes the characteristics of teacher collaboration, and surprisingly little work explains the ways in which teaching experience and teachers’ perceptions of the school environment influence teacher collaboration. Questionnaire data were collected from a sample of 118 elementary school teachers in six schools in a northeast urban school district, and interviews were conducted with administrators in each school. Three schools were in their second year implementing the Responsive Classroom ® (RC) approach, and three schools were comparison schools. Teachers reported collaborating approximately once or twice per month, generally with fellow grade‐level teachers about student‐centered topics. Teachers in RC schools reported more frequent formal collaboration than comparison school teachers. In regards to predicting teacher collaboration, teachers who used more RC practices and/or resources reported collaborating more, valuing collaboration to a higher degree, and perceiving greater involvement in school decision‐making, controlling for whether they taught at a RC school. Also, teachers’ perceptions of the school environment related positively to teacher collaboration. The current study adds to the understanding of teacher collaboration and its antecedents, contributing uniquely to the literature on how a school‐wide educational initiative is associated with teachers’ perceptions of their school environment as well as their collaborative behaviors and beliefs. 相似文献