摘要
研究通过问卷调查,对长沙市城区不同年龄、性别、学历、职称、教龄的初中教师的职业认同状况从职业价值观、角色价值观、职业归属感及职业行为倾向4个构成因子进行了考察。结果表明:长沙市城区初中教师的职业认同水平较高,其中,职业价值观水平最高,角色价值观水平最低;从背景因素看,不同年龄教师的职业认同及角色价值观差异显著,不同性别教师的角色价值观差异显著,不同职称教师的职业认同及职业价值观、角色价值观及职业归属感差异显著,不同教龄教师的职业认同及职业价值观、角色价值观差异显著;不同学历的教师在职业认同总体及其4个构成因子上均不存在显著差异。
The study by questionnaires, which include six background factors, such as age,gender,academic qualification,professionaljob title,teaching age,monthly income level and four form factors, such as the professional value, character value, professional belonging,professional behavior tendency, investigates the situations of professional identity of junior high school teachers in the city of Changsha inHunan province. The results show： the junior high school teachers’ professional identity is high in the area, and the professional value is thehighest, the character value is the lowest; in different personal factors, teachers with different ages are significantly different in professionalidentity and professional value, teachers with different genders are significantly different in character value, teachers with differentprofessional job titles are significantly different in professional identity and professional value, character value, professional belonging;teachers with different teaching ages are significantly different in professional identity and professional value, character value. Besides,teachers with different academic qualifications and monthly income levels haven’t found obvious difference in professional identity and itsfour form factors.
出处
《基础教育》
CSSCI
2014年第6期69-77,共9页
Journal of Schooling Studies
基金
国家社会科学基金教育学类一般项目"教师身份认同研究:基于教师集群与个体生活构造的文化社会学考察"(课题编号:BAA110013)
关键词
初中教师
职业认同
个人背景因素
影响
junior high school teacher
professional identity
personal factor
influence
