本文選題：心理契約 + 特崗教師　； 參考：《江南大學(xué)》2017年碩士論文

【摘要】：“特崗計劃”中學(xué)校以聘用的方式和特崗教師形成階段性的契約關(guān)系,以此確立彼此間的權(quán)利和義務(wù)。但這只強(qiáng)調(diào)了一種經(jīng)濟(jì)關(guān)系上的契約,特崗教師工作的特殊性決定了該群體的管理不能僅僅依靠物質(zhì)上的約定,更重要的是心理契約的構(gòu)建。不管是側(cè)重物質(zhì)方面的心理契約交易維度,還是關(guān)注雙方未來發(fā)展的關(guān)系維度,或是強(qiáng)調(diào)組織人際關(guān)系的團(tuán)隊成員維度,對組織成員心理契約形成來說都是至關(guān)重要的。作為管理層的學(xué)校需要利用無形的心理契約來彌補(bǔ)書面契約的不足,有效增進(jìn)特崗教師群體對任教學(xué)校的歸屬感與滿意度,及對農(nóng)村義務(wù)教育發(fā)展的責(zé)任感和使命感。本研究在廣泛、深入閱讀相關(guān)文獻(xiàn)的基礎(chǔ)上,梳理了心理契約的概念及相關(guān)研究、特崗教師相關(guān)研究,從心理契約交易維度、關(guān)系維度和團(tuán)隊成員維度為后面的相關(guān)敘事進(jìn)行了組織架構(gòu),同時也為改善特崗教師管理提供理論支撐。然后通過田野式跟蹤調(diào)研的形式對三位特崗教師及其學(xué)校管理進(jìn)行了調(diào)查,從進(jìn)入研究現(xiàn)場、建構(gòu)現(xiàn)場文本到資料編碼與歸類,遵循Clandinin和Connelly的三維敘事空間對故事進(jìn)行一次歸類、整合,最后的撰寫研究文本按照心理契約理論三個具體維度對故事進(jìn)行二次厚描、分析。發(fā)現(xiàn)山區(qū)中小學(xué)校特崗教師管理的總體狀況不容樂觀,具體存在六個方面的問題:物質(zhì)條件不足挫傷工作積極性、非教學(xué)工作量大誘發(fā)職業(yè)倦怠、所教非所學(xué)加重教師工作壓力、多方面影響下專業(yè)發(fā)展步履維艱、管理理念陳舊致使管理效果較差、心理問題頻發(fā)難獲學(xué)校及時疏導(dǎo)。最后本文在敘事研究與分析的基礎(chǔ)上以心理契約三個維度為側(cè)重,提出了改善特崗教師管理的三個具體策略:以綜合激勵機(jī)制為基礎(chǔ)促進(jìn)特崗教師心理契約穩(wěn)固建構(gòu)、以職業(yè)生涯管理為抓手提升特崗教師與學(xué)校契合度、以關(guān)系型領(lǐng)導(dǎo)行為為手段實(shí)現(xiàn)特崗教師與學(xué)校良性互動,并對每項具體策略進(jìn)行了細(xì)致分析和運(yùn)用指導(dǎo),以期為基層學(xué)校領(lǐng)導(dǎo)提供建設(shè)性參考意見。
[Abstract]:In "Special post Plan", schools form a phased contractual relationship with special teachers by employing them to establish their rights and obligations. But this only emphasizes a kind of economic relationship contract. The particularity of the special post teachers' work determines that the management of this group can not only depend on the material contract, but also the construction of the psychological contract. Whether it is the psychological contract transaction dimension focusing on the material, the relationship dimension of paying attention to the future development of both sides, or the team member dimension which emphasizes the interpersonal relationship of the organization, it is very important for the formation of the psychological contract of the organization member. As the management level, the school needs to make up for the deficiency of written contract by using the invisible psychological contract, and effectively promote the sense of belonging and satisfaction of the special post teachers to the teaching school, and the sense of responsibility and mission to the development of rural compulsory education. On the basis of extensive and in-depth reading of relevant literature, this study combs the concept of psychological contract and related research, the relevant research of special post teachers, from the perspective of psychological contract transaction, The relationship dimension and the team member dimension provide the organization structure for the related narration, and also provide the theoretical support for improving the post teacher management. Then through the form of field tracking investigation, the author investigates the three special post teachers and their school management, from entering the research site, constructing the field text to the coding and classification of the data. According to the three-dimensional narrative space of Clandinin and Connelly, the story is classified and integrated once, and the final research text is described and analyzed according to the three specific dimensions of psychological contract theory. It is found that the overall situation of special post teachers management in primary and middle schools in mountain areas is not optimistic, and there are six problems in the management: lack of material conditions to dampen work enthusiasm, and non-teaching workload to induce job burnout. Under the influence of many aspects, the professional development is difficult, the management idea is old, the management effect is poor, and the psychological problems occur frequently, which is difficult to get the guidance of the school in time. Finally, on the basis of narrative research and analysis, this paper focuses on the three dimensions of psychological contract, and puts forward three specific strategies to improve the management of special post teachers: to promote the stable construction of psychological contract of special post teachers on the basis of comprehensive incentive mechanism. Taking career management as the starting point to promote the degree of correspondence between teachers and schools, and to realize the positive interaction between teachers and schools by means of relational leadership behavior, the author makes a detailed analysis and application of each specific strategy. With a view to providing constructive reference for grass-roots school leaders.
【學(xué)位授予單位】：江南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G525.1

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 金東海;藺海灃;;新任特崗教師專業(yè)成長愿景與實(shí)現(xiàn)路徑——基于甘肅省2012年新招錄特崗教師的調(diào)查研究[J];教學(xué)與管理;2014年13期

2 方卉;唐智松;;特崗教師專業(yè)發(fā)展的邊緣化現(xiàn)象分析[J];教育科學(xué)研究;2014年04期

3 安富海;;“特崗教師”專業(yè)發(fā)展的問題與對策——基于對貴州威寧縣和河北淶源縣的調(diào)查[J];教育理論與實(shí)踐;2014年10期

4 樊勝娜;;知識型員工心理契約的差異[J];經(jīng)營與管理;2014年03期

5 王安全;劉飛;;特崗教師專業(yè)化發(fā)展中存在的問題及解決辦法[J];教育理論與實(shí)踐;2013年31期

6 劉沖;李萍;;新疆特崗教師工作生活現(xiàn)狀調(diào)查研究[J];教育與教學(xué)研究;2013年05期

7 劉翠富;李利鑫;;關(guān)鍵事件對初任教師成長的影響分析[J];現(xiàn)代中小學(xué)教育;2012年10期

8 徐繼存;宋朝;;農(nóng)村特崗教師發(fā)展現(xiàn)狀的調(diào)查研究[J];當(dāng)代教育與文化;2012年01期

9 宋時春;;教育敘事研究與教師專業(yè)發(fā)展[J];全球教育展望;2011年10期

10 楊廷樹;楊穎秀;;西部農(nóng)村學(xué)校特崗教師現(xiàn)狀調(diào)查與思考——基于貴州省Z中學(xué)的個案研究[J];教育理論與實(shí)踐;2010年23期

相關(guān)博士學(xué)位論文 前3條

1 張立迎;普通高等學(xué)校教師心理契約形成、履行、破裂的實(shí)證研究[D];吉林大學(xué);2010年

2 王海威;大學(xué)教師心理契約的結(jié)構(gòu)及其動態(tài)變化[D];大連理工大學(xué);2009年

3 林德全;論教育敘事[D];華東師范大學(xué);2005年

相關(guān)碩士學(xué)位論文 前5條

1 何婧;基于心理契約的幼兒教師激勵研究[D];華東師范大學(xué);2013年

2 戚德云;我國農(nóng)村特崗教師專業(yè)發(fā)展問題研究[D];揚(yáng)州大學(xué);2013年

3 寧艷平;基于心理契約的高職青年教師管理研究[D];中南大學(xué);2009年

4 趙彭;湖南民辦中學(xué)教師心理契約結(jié)構(gòu)及其與離職傾向關(guān)系的研究[D];湖南師范大學(xué);2009年

5 林麗華;教師心理契約、工作滿意度與自尊的狀況及其關(guān)系研究[D];福建師范大學(xué);2005年

，

本文編號：2046818