本文選題：小學(xué)教師 + 職業(yè)倦怠�。� 參考：《河北師范大學(xué)》2017年碩士論文

【摘要】：近年來,教師可以被譽為“高�！毙袠I(yè)之一。和傳統(tǒng)的被絕對尊重的角色不同,當今社會教師在校園、家長和社會等多方輿論和監(jiān)督壓力下開展工作。而且社會對任職教師的要求也有所改變,對教師的形象以及標準也不斷發(fā)生轉(zhuǎn)變,不但要求任職教師能夠起到育人的作用,還能有效的把“情緒勞動”作為規(guī)范自身工作的重要方面,應(yīng)該傳承以“學(xué)生為本”的思想與理念,而且構(gòu)建學(xué)校與家庭之間的信息交流平臺,積極與家長取得聯(lián)系。所以教師是一種高情緒的工作人群,因此對其情緒勞動開展研究意義重大。進而研究者逐步開展了情緒勞動和職業(yè)倦怠的關(guān)系,有研究證明職業(yè)認同和情緒勞動作為職業(yè)倦怠的一個前因變量,均與職業(yè)倦怠緊密相關(guān),因此,本文希望通過此次研究,從情緒勞動和職業(yè)認同分析職業(yè)倦怠,最終提出三者之間的影響關(guān)系,而且構(gòu)建相應(yīng)的關(guān)系模型。本文采用問卷調(diào)查的實證研究方法,結(jié)合小學(xué)教師工作實際設(shè)計了小學(xué)教師情緒勞動、職業(yè)認同和職業(yè)倦怠問卷,并通過問卷來搜集數(shù)據(jù),通過SPSS統(tǒng)計學(xué)方法對數(shù)據(jù)進行分析,并得出結(jié)論。通過此次問卷調(diào)查和分析,得到以下結(jié)論:其一、小學(xué)教師情緒勞動在性別、教齡上不存在顯著差異,在婚姻、所教年級和學(xué)校類型上存在顯著差異。小學(xué)教師職業(yè)認同在性別、婚姻、教齡、所教年級上不存在顯著差異,在學(xué)校類型上存在顯著差異。小學(xué)教師職業(yè)倦怠在婚姻、所教年級和學(xué)校類型上不存在顯著差異,在性別、教齡上呈現(xiàn)出顯著的差異。其二、情緒勞動與職業(yè)認同對職業(yè)倦怠的影響是呈現(xiàn)出顯著負相關(guān)。其三、職業(yè)認同與情緒勞動對職業(yè)倦怠的影響是呈現(xiàn)出預(yù)測功效。本課題研究的宗旨是歸納小學(xué)教師情緒勞動、職業(yè)認同與職業(yè)倦怠的現(xiàn)狀,從不同的角度分析人口學(xué)量上是否呈現(xiàn)出顯著的差異;借助于相關(guān)量表的構(gòu)建分析職業(yè)認同與情緒勞動對職業(yè)倦怠的影響關(guān)系,借助于影響關(guān)系提出積極的措施來抑制職業(yè)倦怠現(xiàn)象,借此提升任職教師的績效水平,本文研究具有參考價值和實用意義。
[Abstract]:In recent years, teachers can be regarded as one of the "high-risk" industries. Unlike the traditional role of absolute respect, teachers work under the pressure of public opinion and supervision on campus, parents and society. Moreover, the requirements of the society for serving teachers have also changed, and the image and standards of teachers have been constantly changing, which not only requires serving teachers to play a role in educating people, It can also effectively regard "emotional labor" as an important aspect of standardizing one's own work, should inherit the thought and idea of "student-based", and construct the information exchange platform between school and family, and make contact with parents actively. Therefore, teachers are a kind of high-emotional working people, so it is of great significance to study their emotional labor. Then the researchers gradually develop the relationship between emotional labor and job burnout. Some studies have proved that occupational identity and emotional labor as a pre-dependent variable of job burnout are closely related to job burnout. Therefore, this paper hopes to pass this study. This paper analyzes job burnout from emotional labor and occupational identity, and finally puts forward the influence relationship between them, and constructs the corresponding relationship model. This paper designs the questionnaire of emotional labor, professional identity and job burnout of primary school teachers according to the actual work of primary school teachers, and collects data through questionnaires, and analyzes the data by SPSS statistical method. And draw a conclusion. Through the questionnaire survey and analysis, the following conclusions are drawn: first, there are no significant differences in gender, teaching life, marriage, grades and school types of primary school teachers. There were no significant differences in gender, marriage, teaching age and grade in primary school teachers' professional identity, but there were significant differences in school types. Job burnout of primary school teachers has no significant difference in marriage, grade and school type, but there are significant differences in gender and teaching age. Secondly, the influence of emotional labor and occupational identity on job burnout is significantly negative. Thirdly, the effects of occupational identity and emotional labor on job burnout are predictive. The purpose of this study is to sum up the current situation of emotional labor, occupational identity and job burnout of primary school teachers, and to analyze whether there are significant differences in demography from different angles. Based on the analysis of the relationship between occupational identity and emotional labor on job burnout, the author puts forward some positive measures to restrain the phenomenon of job burnout and improve the performance of teachers. This study has reference value and practical significance.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G625.1

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本文編號：2066910