【摘要】： “教師職業(yè)承諾”是教師對(duì)其所從事職業(yè)的認(rèn)同及其從事教學(xué)、研究的意愿。職業(yè)承諾高的人更認(rèn)同和忠誠(chéng)于所從事的職業(yè)，并對(duì)職業(yè)活動(dòng)比較投入，不愿意變換現(xiàn)在的職業(yè)；而職業(yè)承諾低的人則往往厭倦所從事的職業(yè)，進(jìn)而在工作中敷衍了事，，甚至消極怠工，并試圖另謀其他職業(yè)。近二三十年來(lái)，國(guó)外有關(guān)教師職業(yè)承諾的研究日益豐富和成熟，而我國(guó)也在近幾年對(duì)這一課題給予了越來(lái)越多的關(guān)注。 本研究自行編制了幼兒教師職業(yè)承諾的發(fā)展特點(diǎn)和影響因素問(wèn)卷，運(yùn)用問(wèn)卷調(diào)查法對(duì)上海市12所不同體制幼兒園的242名幼兒教師進(jìn)行了調(diào)查。通過(guò)方差分析、驗(yàn)證性因素分析和協(xié)方差結(jié)構(gòu)模型分析，對(duì)職業(yè)承諾的發(fā)展特點(diǎn)及其影響因素進(jìn)行了深入研究和探討。 研究主要得出了以下結(jié)論： (1)幼兒教師職業(yè)承諾由三個(gè)因素構(gòu)成，分別是情感承諾、規(guī)范承諾和繼續(xù)承諾。 (2)幼兒教師職業(yè)承諾的一般特點(diǎn)有如下規(guī)律：總體而言，當(dāng)前我國(guó)幼兒教師職業(yè)承諾的程度一般，屬于中等水平。具體來(lái)看，幼兒教師的規(guī)范承諾相對(duì)較高，繼續(xù)承諾相對(duì)較低，而情感承諾則介于規(guī)范承諾和繼續(xù)承諾之間。 (3)幼兒教師職業(yè)承諾的發(fā)展特點(diǎn)呈現(xiàn)如下規(guī)律：總的來(lái)說(shuō)，0-1年教齡組的承諾程度最高，2-5年教齡組最低，兩個(gè)教齡組之間差異非常顯著。在情感承諾和規(guī)范承諾上，0-1年教齡組的承諾最高。在繼續(xù)承諾上，呈現(xiàn)出兩頭高，中間低的趨勢(shì)。 (4)影響幼兒教師職業(yè)承諾的個(gè)體因素呈現(xiàn)如下規(guī)律：職務(wù)、園所級(jí)別、幼兒園性質(zhì)、園所規(guī)模和工資水平是影響幼兒教師職業(yè)承諾的重要因素；而婚姻狀況、學(xué)歷對(duì)職業(yè)承諾則沒(méi)有顯著影響。 (5)影響幼兒教師職業(yè)承諾的與專業(yè)發(fā)展相關(guān)因素有如下規(guī)律： 教師合作對(duì)情感承諾和規(guī)范承諾的影響作用最大；待遇對(duì)幼兒教師職業(yè)承諾的影響居于第二位；工作滿意度對(duì)承諾的各維度都有影響作用，它還起著中介的作用；研究氛圍、支持氛圍和個(gè)人效能感阻礙著教師的職業(yè)承諾。
[Abstract]:Teacher's professional commitment is the teacher's recognition of the profession and his will to do teaching and research. People with high career commitment are more likely to identify with and be loyal to the occupation they are engaged in, and are more committed to their professional activities and are unwilling to change their present occupation. People with low career commitment tend to get tired of what they are doing and then work perfunctorily, or even idle, and try to find other jobs. In the past twenty or thirty years, the research on teachers' professional commitment has become more and more abundant and mature in foreign countries, and our country has paid more and more attention to this subject in recent years. In this study, a questionnaire on the developmental characteristics and influencing factors of preschool teachers' professional commitment was compiled, and 242 preschool teachers in 12 kindergartens in Shanghai were investigated by using the questionnaire method. By means of variance analysis, confirmatory factor analysis and covariance structural model analysis, the development characteristics of career commitment and its influencing factors are deeply studied and discussed. The main conclusions are as follows: (1) Preschool teachers' professional commitment consists of three factors: affective commitment, normative commitment and continuing commitment. (2) the general characteristics of preschool teachers' professional commitment are as follows: generally speaking, the degree of preschool teachers' professional commitment in our country is general, which belongs to the middle level. Specifically, teachers' normative commitment is relatively high, and continuing commitment is relatively low, while emotional commitment is between normative commitment and continuing commitment. (3) the developmental characteristics of preschool teachers' professional commitment are as follows: generally speaking, the teaching age group has the highest level of commitment in 0-1 years, and the lowest in 2-5 years group, and the difference between the two teaching age groups is very significant. In terms of emotional commitment and normative commitment, 0-1 year teaching age group had the highest commitment. In continuing commitment, there is a trend of high and middle low at both ends. (4) the individual factors influencing the preschool teachers' professional commitment are as follows: position, kindergarten level, nature of kindergarten, scale of kindergarten and salary level are the important factors that affect kindergarten teachers' professional commitment; However, marital status and educational background had no significant effect on career commitment. (5) the factors related to professional development of preschool teachers' professional commitment are as follows: teacher cooperation has the greatest influence on emotional commitment and normative commitment; The effect of treatment on preschool teachers' professional commitment is the second; job satisfaction has an impact on all dimensions of commitment, it also plays an intermediary role; research atmosphere, support atmosphere and personal efficacy hinder teachers' career commitment.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2007
【分類號(hào)】：G615

【引證文獻(xiàn)】

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相關(guān)碩士學(xué)位論文 前6條

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本文編號(hào)：2380826