摘要
基于定量研究的范式,采用康晓霞的《幼儿教师职业承诺特点》问卷,通过单因素方差分析等方法,从规范承诺、情感承诺和继续承诺维度揭示重庆市幼儿教师职业承诺的总体水平。结果显示:1)重庆市幼儿教师职业承诺处于中偏上水平,41岁以上和10年以上教龄者的职业承诺水平最高;2)学历较低者的情感承诺、继续承诺及总体职业承诺水平高于高学历者;3)园长的情感承诺得分最高,已评职称、在编者低于未评职称、无编制者;已婚教师的规范承诺高于未婚教师,一般教师高于班长,园长高于一般教师和班长(或班主任);无编制教师的继续承诺低于在编教师;4)民办、乡镇和规模较小幼儿园教师的职业承诺水平高于公办、市区、规模较大幼儿园教师。据此提出建议:统筹规划幼儿园布局和幼儿教师编制,提高幼儿教师社会地位,建构科学有效的教育质量评估体系;完善幼儿教师全员培训机制,建构学习型团队,提升幼儿教师学力。
Based on quantitative research paradigm, this paper adopted Kang Xiaoxia＇s questionnaire of the Characteristics of Pre school Teachers＇ Professional Commitment （2007）, through the methods of single factor variance analysis, from the normative commitment, emotional commitment and continued commitment dimensions to reveal the overall level of preschool teachers＇ profes- sional commitment in Chongqing. The main results were as follows： 1） the preschool teachers＇ professional commitment is at middle and upper level, the occupation commitment level degree of preschool teachers with the teaching age above 41 years and 10 years is the highest; 2） For emotional commitment, continued commitment and overall occupation commitment level, those with lower diploma have higher level than those with higher diploma; 3） Kindergarten Principals have the highest emotional commitment scores, and the emotional commitment of preschool teachers with title and permanent staff is lower than that of the preschool teachers with no title and the unofficial staff; the married teachers＇ normative commitment is higher than the unmarried teachers＇, and the general teachers are higher than the monitors （or class teachers）, the principals of the kindergarten＇s normative commitment and general oc- cupation commitment is higher than that of the general teachers and monitors （or class teachers） ; the unofficial staff is lower than the permanent staff in continued commitment; 4） The occupation commitment level of the preschool teachers in private, township, the smaller scale kindergartens is higher than that of the teachers in the public, urban, the larger scale kindergarten. Accordingly suggestions： wholly plan kindergarten layout and preschool teacher preparation, improve the social status of preschool teachers, construct scientific and effective education quality evaluation system; improve the preschool teachers training of the whole mecha nism, construct learning oriented team, promote preschool teachers＇ professional qualification.
出处
《重庆师范大学学报（自然科学版）》
CAS
CSCD
北大核心
2016年第4期222-228,共7页
Journal of Chongqing Normal University:Natural Science
基金
教育部人文社会科学研究项目(No.13YJA880056)
关键词
幼儿教师
职业承诺
教师专业发展
定量研究
preschool teachers
occupation commitment
teachers＇ professional development
quantitative research
