摘要
本文运用质性方法探析了20名离职教师如何在其职业生涯过程中萌生出离职意愿进而选择离开教师职业的生命历程及感受,并透析了教师的困苦感受与其离职行为的不解之缘。研究发现,离职教师依据离职原因的个体和外部环境两大维度可区辨为外力型("寒士")、内力型("旅居者")、外主内辅型("漂泊者")、内主外辅型("朝圣者")四种类型。外力型指起因于或主要起因于外部环境的因素而选择离职的教师,内力型指起因于或主要起因于个体的因素而选择离职的教师,外主内辅型指植根于外部环境本应该满足事实上却没有满足个体的发展需求而选择离职的教师,内主外辅型指外部环境无论如何都不可能满足个体发展需求而选择离职的教师。依据马斯洛需要层次理论,四类离职教师按照困苦层次由低到高的顺序分为以下层次:无困苦(内力型)→生存层面之穷困(外力型)→归属与爱层面之孤苦+自尊层面之不得志(外主内辅型)→自我实现层面之乏味(内主外辅型)。有鉴于此,可采取以下措施来应对教师离职问题:针对外力型离职教师的现象,要着力提升教师的待遇;针对外主内辅型离职教师的现象,要注重成全教师归属与发展的欲求;针对内主外辅型和内力型离职教师的现象,要做好教师职业"入口"和"出口"两方面的改革。
In this paper, the qualitative method is used to explore how 20 dropout teachers have sprouted their intention of leaving the job in the course of their career and then chose to leave the teacher’s career and analyze the relationship between teachers’ hardship and their separation behavior. The study found that, based on the individual and external environment dimensions, the dropout reasons can be divided into four types: external reason(secluded people), internal reason(travelers), external reasons as the main reasons and internal reasons as the auxiliary reasons(rovers) and internal reasons as the main reasons and external reasons as the auxiliary reasons(pilgrims). External dropout reasons refer to the fact that the teacher drop out mainly or totally because of the external environment reasons. Internal reasons mean that the dropout is mainly or totally driven by the individual factors. The third type mentioned above originates from the fact that the external environment fails to meet the development demand of the individuals although it should be satisfying. The last type originates from the fact that the external environment cannot meet the development demand of the individual no matter what, which finally leads to the drop out. Based on the Maslow’s hierarchy of needs, the distress level of these four types shall be sequenced from low to high as this: no distress(internal reasons), miserable and impoverished in surviving level(external reasons), the loneliness in sense of belonging and being loved + unhappiness in self-esteem(external reasons as the main reasons and internal reasons as the axillary reasons), boredom in self-achievement level(internal reasons as the main reasons and external reasons as the axillary reasons).In view of this, the following measures can be taken to solve the problem of teacher turnover: as to the dropout teachers with external reasons, efforts shall be made to improve teachers’ salary; as to the dropout teachers with the external reasons as the main reason and internal
作者
徐龙
唐一山
Xu Long;Tang Yishan(Faculty of Education,Southwest University,Chongqing 400715;Institute of Moral Education,School of Education,Central China'Normal University,Wuhan 430079)
出处
《教育发展研究》
CSSCI
北大核心
2018年第22期67-80,共14页
Research in Educational Development
基金
中央高校基本科研业务费专项资金资助(SWU1809697)的部分成果
关键词
教师
离职教师
质性研究
类型
层次
teacher
dropout teachers
qualitative method
types
levels