本文選題：農(nóng)村中小學(xué) + 教師　； 參考：《青島大學(xué)》2017年碩士論文

【摘要】：近年來(lái),隨著國(guó)家一系列農(nóng)村教育政策的實(shí)施和農(nóng)村教師福利待遇等方面的改善提升,農(nóng)村教師職業(yè)幸福感問(wèn)題被賦予了新的時(shí)代意義。2015年8月,為了有效貫徹國(guó)務(wù)院辦公廳印發(fā)的《鄉(xiāng)村教師支持計(jì)劃(2015——2020年)》,青島市在《青島市教育改革和發(fā)展“十三五”規(guī)劃》中也提出了針對(duì)農(nóng)村教師的“鄉(xiāng)村教師重點(diǎn)支持項(xiàng)目”。基于國(guó)家和青島市政府的政策支持,本論文圍繞農(nóng)村教師職業(yè)幸福感問(wèn)題,對(duì)青島市農(nóng)村五市中的219位農(nóng)村教師進(jìn)行了問(wèn)卷調(diào)查和訪談,并選取了五市中人口較多的平度市L鎮(zhèn),對(duì)L鎮(zhèn)上的一所駐地小學(xué)、一所駐地初中和四所學(xué)區(qū)小學(xué)進(jìn)行了深度的實(shí)地考察和研究,在此基礎(chǔ)上基于青島市的地域特色和實(shí)際情況進(jìn)行了進(jìn)一步的分析和對(duì)策探討。研究表明,(1)青島地區(qū)農(nóng)村教師的職業(yè)幸福感總體上處于中等偏上的水平。(2)青島市農(nóng)村教師職業(yè)幸福感與其性別、年齡、教齡、編制身份等因素有較為明顯的相關(guān)性,與教師的職稱(chēng)和月收入、進(jìn)入教師渠道等因素關(guān)聯(lián)性不大。(3)具體到職業(yè)認(rèn)同、領(lǐng)導(dǎo)管理、收入福利、社會(huì)支持、學(xué)生家長(zhǎng)交往、同事交往、工作環(huán)境七個(gè)維度上,教師的職業(yè)幸福感存在一定差別。在青島市農(nóng)村教師職業(yè)幸福感影響因素方面,筆者結(jié)合前期考察結(jié)果和數(shù)據(jù)呈現(xiàn),以訪談和案例為支撐,主要探索了五點(diǎn)農(nóng)村教師獲得職業(yè)幸福感的主要原因,分別是:教師的持續(xù)職業(yè)熱愛(ài)、學(xué)生家長(zhǎng)的認(rèn)可、融洽的領(lǐng)導(dǎo)同事關(guān)系、日益提升的教師福利待遇和因地制宜的靈活教學(xué)環(huán)境。相反的,偏差的自我定位、較低的自我認(rèn)同感、突出的職稱(chēng)矛盾等則是青島市農(nóng)村教師職業(yè)幸福感缺失的主要因素。最終,筆者基于對(duì)青島市農(nóng)村教師職業(yè)幸福感的現(xiàn)狀調(diào)查和影響因素梳理,針對(duì)青島地區(qū)地域特點(diǎn),從發(fā)揮政府的決策和引領(lǐng)作用、發(fā)展學(xué)校內(nèi)生性動(dòng)力機(jī)制、增強(qiáng)教師的自身職業(yè)認(rèn)同三大方面提出了相應(yīng)的提升建議。
[Abstract]:In recent years, with the implementation of a series of rural education policies and the improvement of rural teachers' welfare, the problem of rural teachers' occupational well-being has been given a new significance. In order to effectively implement the "Rural teacher support Plan 2015-2020" issued by the General Office of the State Council, Qingdao has also put forward a "Rural teacher" for rural teachers in the "13th Five-Year Plan for Educational Reform and Development in Qingdao". Focus on supporting projects ". Based on the policy support of the government of Qingdao and the government of Qingdao, 219 rural teachers in five cities of Qingdao were investigated and interviewed in this paper, focusing on the occupational well-being of teachers in rural areas. And selected L Town of Pingdu City, which has a large population in five cities, conducted a deep field investigation and research on one resident primary school, one resident junior middle school and four school district primary schools in L town. On this basis, based on the regional characteristics and actual situation of Qingdao, further analysis and countermeasures are carried out. The study shows that the professional well-being of rural teachers in Qingdao is generally at the middle level. 2) there is a significant correlation between the occupational well-being of rural teachers in Qingdao and their gender, age, teaching years, establishment status, etc. It has little correlation with teachers' professional title and monthly income, access to teachers' channels, etc.) on the seven dimensions of professional identity, leadership management, income and welfare, social support, student parent communication, coworker interaction, work environment, etc. There are certain differences in teachers' professional well-being. In Qingdao rural teachers occupational well-being factors, the author combined with the previous investigation results and data presentation, with interviews and cases as the support, mainly explored the five rural teachers to obtain the main reasons of occupational well-being. They are: continuing professional love of teachers, recognition of students' parents, harmonious relationship between leaders and colleagues, increasing welfare of teachers and flexible teaching environment adapted to local conditions. On the contrary, deviation of self-orientation, low self-identity and prominent contradiction of professional title are the main factors of the lack of professional well-being of rural teachers in Qingdao. Finally, based on the investigation of the present situation and the influencing factors of the teachers' occupational well-being in Qingdao, according to the regional characteristics of Qingdao, the author develops the endogenous motive mechanism of the school by giving play to the decision-making and leading role of the government. Three major aspects of enhancing teachers' professional identity are put forward.
【學(xué)位授予單位】：青島大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G635.1

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本文編號(hào)：1914434