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教师承受过度职业压力,直接对教师的心理、生理和行为具有消极影响,它影响教师的职业兴趣、职业态度和职业行为,进而影响教师教育教学的效果与质量。要对教师的不良情绪适时调整,减轻教师的心理压力,提高教学质量。 相似文献
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杨玲 《常州师范专科学校学报》2006,24(3):43-45
社会的发展、教育的变革给教师带来了较以往更大的职业压力,使得许多教师出现抑郁、焦虑、偏执、人际交往障碍等不良情绪。文章针对教师职业压力的表现,分析了教师产生职业压力的原因,提出了教师职业压力自我调适的策略。 相似文献
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关于教师职业压力负面影响的研究 总被引:7,自引:0,他引:7
关注教师的职业幸福,不能忽视教师的职业压力问题。通过调查教师承受过度职业压力的负面影响所进行的探讨表明:过度的职业压力会产生种种负面影响。教师职业压力最直接的影响主要表现为对教师的心理、生理和行为具有消极影响,影响教师的职业兴趣、职业态度和职业行为,进而影响教师教育教学的效果与质量。同时,还不可避免地对学校教育教学工作乃至社会造成直接或间接的负面影响。 相似文献
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我国的中小学教师承受着越来越大的职业压力。尽管压力源是多方面的,教师职业压力最终还是表现为教师的一种内在体验。本文从教师自身的因素出发,探讨中小学教师职业压力的自我调适策略。 相似文献
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从教师成长及教师专业化发展和学校人力资源开发的角度考虑,研究教师群体的职业压力及其产生 的心理机制具有很大的现实意义,明确教师职业压力的内涵,分析转型期教师职业压力产生的内部机制,主要涉 及需要与动机、竞争与焦虑和认知评估以及职业公平等几个方面。 相似文献
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教师职业压力的成因分析 总被引:1,自引:0,他引:1
在国际教师专业化运动和我国目前进行教育教学改革的大背景下,我国教师面临着前所未有的职业压力,直接影响着教育事业的发展和教师自身的生活质量。本文从社会因素、学校因素和教师自身因素等多个方面分析了教师职业压力产生的原因,对于了解当前教师职业压力的产生及采取相应的改善措施具有积极的意义。 相似文献
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谢念姿 《中小学心理健康教育》2022,(S1):21-23
为探讨职业压力对中小学教师职业倦怠的影响以及这种影响在何时更强或更弱,采用问卷法对贵州省2568名中小学教师进行调查,结果显示:(1)中小学教师职业倦怠处于中等水平,各因子的大小排序为:个人成就感低、情绪衰竭、去个性化;(2)职业压力显著正向预测情绪衰竭、去个性化和低个人成就感;(3)职业认同有效缓解了职业压力对中小学教师情绪衰竭、去个性化的消极影响。据此提出两点建议:(1)各部门、各学校应切实减轻中小学教师工作压力;(2)教师应以职业认同为切入点,积极开发个人资源。 相似文献
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管祥 《佳木斯教育学院学报》2010,(4)
教师专业化是世界教师教育发展的趋势和潮流,也是我国教师教育改革的需要和发展方向.借此新中国成立60年之际,通过文献资料法、逻辑分析法等方法回顾我国学校体育走过的历程,指出我国体育教师教育专业化存在的问题,探讨体育教师专业化未来的发展方向. 相似文献
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This study reports on interviews with 24 beginning teachers about tensions they experienced regarding their professional identity. The interviewees reported a total of 59 tensions of tension that fell into three themes: (1) the change in role from student to teacher; (2) conflicts between desired and actual support given to students; and (3) conflicting conceptions of learning to teach. Most of the tensions experienced conform with those found in the literature. Tensions were often accompanied by feelings of helplessness, frustration or anger, and the teachers had a strong desire to learn to cope with them. Because of their negative impact on beginning teachers’ professional development, it is important that teacher educators and mentors in schools pay serious attention to tensions like these that relate to beginning teachers’ professional identity. 相似文献
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教育职业是幸福的职业,教师应在自己专业发展的过程中感受到幸福,而不是出于某种目的,本文澄清了教师专业发展的误区,并试着从教师职业幸福感的角度来看待教师的专业发展。 相似文献
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In 1982, the National Association of Biology Teachers surveyed its membership in order to assess the role and status of women in biology education. Items describing roles, salaries, assignments, professional activities, and sexual bias were included in the survey. This paper compares the responses of male and female biology educators, draws conclusions from the data, and suggests implications for the science education profession. Inequality in several professional areas was revealed. More women than men were single and reported no dependent children. Women exceeded men in both the lower and upper ends of the distribution of years of experience. However, the percentage of men exceeded that of women in most salary brackets beyond $20,000 and more men reported paid consulting opportunities. Men tended to teach at larger institutions and, at all academic levels, more men taught “advanced” classes. More men than women were involved with research activities. However, neither sex felt that the other one received preferential treatment in regard to salary and promotion. The majority of education administrators as well as science and biology faculties were male. However, the recent influx of women into science education positions may produce important changes. It is recommended that a comparative study be conducted in five years. 相似文献
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Mr. Peter Aubusson Associate Professor Joe Relich Mr. Dan Wotherspoon 《Research in Science Education》1991,21(1):10-19
About 100 science teachers in the Sydney Metropolitan West Region were surveyed to determine their professional development
needs and the ways in which these needs could be met. The findings provide a ranking of science teacher perceived professional
development needs, a list of possible incentives to motivate science teachers to complete inservice programs (in priority
order) and an indication of the preferred modes of presentation to meet professional development needs. In general, science
teachers stated a preference for professional development related to modern trends in science education directly related to
classroom practice. In contrast to recommendations from DEET, science teachers indicated a preference for traditional models
of inservice. Data related to preferred mode of inservice indicated significant gender differences.
Specializations: science teacher professional development.
Specializations: educational psychology and research design.
Specialization: constructivist approaches in science education. 相似文献
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《Teaching and Teacher Education》2001,17(2):175-194
Against a background of current reforms which involve a diversity of strong expectations with regard to how teachers should work, this study explores how teachers themselves view their professionality. Four hundred and fifty two secondary school teachers were asked about their professional orientations. Teachers were found to differ in their orientations and in the combinations of their orientations towards instruction, educational goals, and their role in the school organization. These findings are relevant to consider in the light of successful reform of schools and education. The article ends with a reflection on those combinations of orientations, and suggestions for future research into professional orientations are made. 相似文献