湖南省国培初中体育教师职业倦怠现状调查与分析

本文通过文献资料调研法、心理测量法、逻辑分析法、数理统计法等研究方法,对湖南省国培初中体育教师职业倦怠现状进行调查分析？结果表明：湖南省国培初中体育教师职业倦怠较为严重,在性别维度差异上,男性体育教师情绪衰竭和非人性化程度高于女性体育教师,而个人成就感低于女性体育教师;在教龄维度差异比较上,教龄11-19年阶段的体育老师情绪衰竭、非人性化维度和低成就感高于其他教龄阶段的教师;在学历维度差异比较中本科学历的体育教师职业倦怠程度高于专科学历的体育教师;在职称维度差异比较上,中教二级职称体育教师职业倦怠程度最为严重,高情绪衰竭、高非人性化和较低的成就感？建议,学校应为体育教师创设一个良好的工作环境,积极主动地关心体育教师的生活,支持？配合体育教师的工作,帮助他们解决一些实际生活困难,协调好教师的工作关系和人际关系,协助体育教师建立一个良好的教学环境。     

Organisational communication and its relationships with job satisfaction and organisational commitment of primary school staff in Western Australia

The aim of this study was to investigate the relationships between aspects of organisational communication and dimensions of job satisfaction and general organisational commitment. Participants were 358 staff members from 35 government primary schools in the state of Western Australia, who completed a survey comprising the Organisational Communication in Primary Schools Questionnaire, the Teacher Job Satisfaction Questionnaire and a five item general organisational commitment scale. Factor analyses established 13 aspects of job satisfaction and 9 dimensions of job satisfaction. Multiple regression analyses were used to investigate interrelationships. The findings suggest several aspects of organisational communication were related to job satisfaction and organisational commitment. This article concludes with implications for future research with regard to communication and for the maintenance of optimal levels of job satisfaction and commitment in schools.     

Labour market intermediaries: a corrective to the human capital paradigm (mis)matching skills and jobs?

The orthodox supply-side human capital theory (HCT) paradigm is inadequate for understanding and adjusting to labour market volatility in UK regional economies like Wales. This article explores the role of regional labour market intermediaries (LMIs) in matching supply (skills) and demand (job opportunities) in regional labour markets. Some LMIs emerge because the HCT paradigm is failing. One Welsh LMI, Shaping the Future (StF), is explored empirically using qualitative methods. StF mainly adopted HCT tenets, but with some emergent demand-side focus. Despite helping workers adjust to labour market shocks, LMIs are not equipped to fix the structural demand-side problem of finite quality job opportunities in deindustrialized regions that accentuate skill use. A broader ‘skill eco-system’ paradigm is required, emphasising the foundational economy.     

Identifying and addressing themes of job dissatisfaction for secondary principals

Secondary principals serve in important roles that are complex, high-stress, and include demanding job responsibilities. Key stakeholders such as superintendents, school board members, and legislators must understand the challenges facing secondary principals in order to address the current themes of job dissatisfaction. Using new survey data compiled from 176 secondary principals across a state in the Midwest United States, this study shows four themes of job dissatisfaction are plaguing secondary principals: high job demands with unreasonable expectations, managing difficult stakeholders, problematic work/life balance, and lack of support. This study concludes with practical suggestions to address each theme of job dissatisfaction.     

饭店知识型员工的心理契约违背对其离职意图影响的实证研究

以广义心理契约为研究视角,整合组织承诺、工作满意等变量,构建了饭店知识型员工离职意图的理论模型,并以四川省星级饭店的管理层员工为调查对象(N=257),利用结构方程模型(SEM)厘清了心理契约违背、组织承诺、工作满意以及知识型员工离职意图之间的相关关系。实证结果显示:饭店知识型员工存在心理契约违背现象,由此而产生的违背感不仅直接影响其离职意图,而且还通过组织承诺以及工作满意与组织承诺的相关关系间接建构离职意图。     

知识型员工的职业高原与绩效关系研究

通过对180名知识型员工的问卷调查,发现知识型员工的职业高原由三个维度构成:结构高原、内容高原和生活高原,职业高原对知识型员工的工作绩效会有影响。认为知识型员工的职业生涯管理问题需要引起重视。     

工作嵌入研究述评——人才保留的新视角

在梳理工作嵌入相关研究的基础上,介绍了工作嵌入的概念和测量方法,着重分析了工作嵌入的前因后果。最后,提出了工作嵌入领域未来的研究方向,包括高工作嵌入的消极影响,组织嵌入与社区嵌入的矛盾与均衡,特定群体的工作嵌入,以及基于工作嵌入的人才保留策略。     

Teacher-working-environment fit as a framework for burnout experienced by Finnish teachers

The purpose of this study was to explore the kinds of episodes that challenge comprehensive school teachers’ occupational well-being and cause burnout and how teachers perceive the relationship between themselves and their working environment in these episodes. Altogether, a selected group of 68 primary and secondary school teachers were interviewed. The narratives of burdening episodes were identified and analysed from the qualitative data. The results suggested that teachers’ working environment provides multiple contexts for burnout. Sources for teacher burnout varied between the working contexts provided by the single school. Moreover, the results showed that there was heterogeneity in the quality of the teacher-working-environment fit reported by the teachers while facing burdening situations or series of events in their work.     

Emotional labour,burnout and job satisfaction in UK teachers: the role of workplace social support

Although teaching has been described as a profoundly emotional activity, little is known about the emotional demands faced by teachers or how this impacts on their well-being. This study examined relationships between ‘emotional labour’, burnout (emotional exhaustion, depersonalisation and personal accomplishment) and job satisfaction in a sample of UK teachers. Also examined was whether workplace social support moderated any relationships found between emotional labour and strain. The relationship between job experience and emotional labour was also investigated. Six hundred and twenty-eight teachers working in secondary schools in the UK completed questionnaires. Significant associations were observed between emotional labour and all outcomes, with a positive relationship found between emotional labour and personal accomplishment. Some evidence was found that social support mitigates the negative impact of emotional demands on emotional exhaustion, feelings of personal accomplishment and job satisfaction. More experienced teachers reported higher levels of emotional labour. Findings highlight the need for teacher-training programmes to raise awareness of the emotional demands of teaching and consider ways to enhance emotion regulation skills in experienced as well as recently qualified staff.     

德育教育中的作业批改问题探讨

课程与教学的改革在培养学生应对和解决问题的能力方面取得了很多成果,但是大学生心理思想出现的问题却越来越多,本文尝试从作业批改中探讨一些德育教育的方式方法。