【摘要】：教師流動(dòng)影響因素較多,必須關(guān)注教師自身因素,重視教師這一利益相關(guān)者主體的心理感受和成長需要,重視對(duì)教師流動(dòng)意愿的研究。通過對(duì)湖南、江西等地區(qū)600余名中小學(xué)教師的調(diào)查發(fā)現(xiàn):對(duì)教師流動(dòng)意愿產(chǎn)生顯著影響的因素有個(gè)體認(rèn)知水平因素、個(gè)體與組織匹配因素、組織支持感、工作滿意度和政策了解程度等,其中個(gè)體認(rèn)知水平因素影響力最大(B值為0.913),教學(xué)效能感影響力最小(B值為0.070);個(gè)體與組織匹配因素與教師流動(dòng)意愿存在顯著的負(fù)相關(guān)關(guān)系,其余影響變量與教師流動(dòng)意愿是正相關(guān)關(guān)系。
[Abstract]:There are many influencing factors on teacher mobility. We must pay attention to teachers' own factors, pay attention to the psychological feelings and growing needs of teachers as stakeholders, and pay attention to the study of teachers' mobility intention. Through the investigation of more than 600 primary and middle school teachers in Hunan and Jiangxi provinces, it is found that the factors influencing teachers' mobility intention are individual cognitive level, individual and organizational matching factors, and sense of organizational support. The degree of job satisfaction and policy understanding was the most influential factor of individual cognitive level (B value was 0.913), and the influence of teaching efficacy was the least (B value was 0.070). There was a significant negative correlation between individual and organizational matching factors and teacher mobility intention, while the other variables were positively correlated with teacher mobility intention.
【作者單位】： 贛南師范大學(xué)教育科學(xué)學(xué)院;河源市江東新區(qū)正德中學(xué);
【基金】：教育部人文社會(huì)科學(xué)規(guī)劃項(xiàng)目(15YJA880060) 江西省教育科學(xué)“十二五”規(guī)劃2015年度一般課題(15YB105)
【分類號(hào)】：G635.1

【相似文獻(xiàn)】

相關(guān)期刊論文 前1條

1 李斌強(qiáng);;農(nóng)村中小學(xué)教師流動(dòng)意愿及其對(duì)策研究——以山西省為例[J];晉中學(xué)院學(xué)報(bào);2014年02期

相關(guān)碩士學(xué)位論文 前2條

1 董京京;農(nóng)村中小學(xué)教師職業(yè)流動(dòng)意愿及其影響因素研究[D];華中農(nóng)業(yè)大學(xué);2010年

2 曹偉偉;縣域義務(wù)教育師資流動(dòng)意愿影響因素研究[D];淮北師范大學(xué);2015年

，

本文編號(hào)：2452122