中学教师职业倦怠与工作满意度关系研究

近年来对教师职业倦怠的研究逐渐增多,但专门研究教师职业倦怠和工作满意度关系的文章并不多。本文通过对352名中学教师的问卷调查,分析和研究了中学教师职业倦怠和工作满意度之间的关系。     

特殊学校教师职业枯竭特点的研究

本文采用问卷法探讨了特殊学校教师职业枯竭特点。结果表明:特殊学校教师职业枯竭显著低于普通学校教师;北京市特殊学校教师职业枯竭感显著高于深圳市特殊学校教师;特殊学校教师职业枯竭在教龄、学历、每周授课数量、任教科目方面存在显著性差异。     

Sources and Determinants of Job Stress among Employees Working in Therapeutic Toddler Classes in Dutch Rehabilitation Centres

The first purpose of this study was to determine to what degree infant teachers and therapists in Dutch therapeutic toddler classes perceive job stress. Another purpose was to identify the sources of job stress. Further, this study examined whether infant teachers, physical, occupational and speech therapists have to cope with different degrees of job stress and, finally, the influence of staff characteristics on the degree of job stress was investigated. Sixty-two infant teachers and 88 therapists working in therapeutic toddler classes completed a questionnaire for job stress. Most job stress was perceived to be a result of lack of non-contact time. Nine sources of job stress were identified. The four disciplines responded differently to the sources of stress. Regression analysis showed profession to be the strongest predictor of job stress.     

School Counselors' Perceptions of Their Academic Preparedness and Job Activities

School counselors are trained in academic preparation programs for future job activities. However, job expectations taught in such programs can differ from actual school counseling activities. This article reports the findings of a national survey of school counselors' (N = 1,052) perceived preparation and practice.     

Job satisfaction,school rule enforcement,and teacher victimization

Job satisfaction is an essential component of teacher motivation, performance, and retention. Teacher job satisfaction is primarily affected by workplace conditions. This paper analyzes data from over 37,000 public school teachers from the 2011–2012 Schools and Staffing Survey. Hierarchical ordinal logistic regression was utilized to analyze effects of school rule enforcement and teacher victimization on job satisfaction. Findings indicated that teachers who perceived higher enforcement of school rules had higher job satisfaction. In particular, consistent enforcement of rules by school administrators had a significantly greater effect on satisfaction than collegial enforcement of rules. Findings also indicated that teacher victimization has a significantly negative effect on job satisfaction. Consistent enforcement of school rules may reduce instances of student misbehavior and teacher victimization, helping reduce teacher stress and anxiety, leading to greater job satisfaction. Implications for policy and practice are explored, examining what administrators can do to protect teachers and improve satisfaction.     

高职学院教师工作满意度调查研究

为了解高职学院教师工作满意度的现状,找寻提升高职学院教师工作满意度对策的科学依据,运用《高职学院教师工作满意度调查问卷》对中南某省3所省属高职学院293名教师进行了调查。调查发现：高职学院教师的工作总体满意度较高,工作满意度由高到低依次为人际关系、工作本身、学校气氛、专业发展、管理制度、工作环境、薪酬福利;同时,高职学院教师存在一定程度的工作倦怠,并随年龄增大工作倦怠程度加重,而绝大部分教师不善于有效应对工作倦怠。     

管理心理学视野下教师职业倦怠研究

从管理心理学的视角对教师职业倦怠的原因进行了分析,认为人格特质对职业倦怠的影响力远低于组织因素,职业倦怠的根源应归咎于职业群体的组织和直接管理者的行动,提出从培养职业兴趣、建立合理绩效评价体系、营造合谐校园氛围、建立社会支持网等方面,对教师的职业倦怠进行管理心理调适。     

The Peril of Ignoring Middle School Student Speech Rights

Analysis of two recent federal court cases in which principals violated student speech rights offers guidance to middle school administrators as they attempt to address student expression. Characteristics of a successful school from the Association for Middle Level Education provide a framework for analyzing these cases in order to prevent potential violations of First Amendment speech rights of students.     

中学教师职业倦怠问题及应对策略

教师职业倦怠问题已经引起国内外研究者的普遍关注。理论研究和实践经验视角表明，中学教师职业倦怠现象有多种原因和表现，并具有很大危害。应对教师职业倦怠的策略应从教师个人和学校管理两个方面进行，以促进中学教师的身心健康发展。     

Teachers'' Perceptions of High School Environments

The purpose of this study was to investigate high school teachers' perceptions of school environments and to determine whether gender was a differentiating factor. A total of 275 teachers from eight high schools responded to the Teacher's School Environment Survey. The results revealed that most of these teachers had favourable perceptions. They rated job satisfaction and principal leadership highly but ethnic equity relatively low. Female teachers scored higher than male teachers on job satisfaction, collegiality, teacher-student relations, ethnic equity, teacher influence, and student discipline. No significant difference was found in teachers' perceptions of principal leadership. Implications of the findings are discussed. This revised version was published online in July 2006 with corrections to the Cover Date.     

论少数民族地区社会支持对小学教师职业倦怠的影响

通过对来自湖南城步苗族自治县、江华瑶族自治县、广西龙胜各族自治县的3所城镇小学、1所希望小学以及8所乡镇村小的361名教师样分析研究,结果发现：（1）少数民族地区小学教师的职业倦怠整体处于中等水平;（2）教师职业倦怠情况在性别、学校类型、教龄等上存在显著差异;（3）教师职业倦怠与其所拥有的社会支持度存在显著的负相关。     

Efficacy beliefs,job satisfaction,stress and their influence on the occupational commitment of English-medium content teachers in the Dominican Republic

The purpose of the present study was to investigate the effects of efficacy, job satisfaction, job stress and their influence on the occupational commitment of English-medium content teachers. A total of 109 practicing English-medium and Spanish-medium content teachers from the Dominican Republic volunteered to participate in the study. Findings suggest both teacher self-efficacy and collective efficacy measures were inversely but significantly correlated with occupational commitment and positively correlated with job satisfaction. The results also showed significant differences between English-medium and Spanish-medium content teachers’ self-efficacy, job satisfaction, job stress and occupational commitment. These findings have significant implications for advancing theory and practice. Recommendations for further research are discussed.     

特殊教育教师职业倦怠的现状及影响——以贵州省为例

研究使用职业倦怠调查问卷,以贵州省特殊教育教师为对象,研究发现贵州省特殊教育教师职业倦怠感总体呈中度倦怠,轻度和中度倦怠人数最多,均超过35%;其中教龄、学校类别、心理健康水平和生活质量等是影响教师职业倦怠的主要因素。在此基础上,文章提出缓解教师职业倦怠的对策与建议。     

An analysis of burnout and job satisfaction among Turkish special school headteachers and teachers,and the factors effecting their burnout and job satisfaction

This study explores issues of burnout and job satisfaction among special school headteachers and teachers in Turkey. The purpose of the study is to determine whether there is a difference between headteachers' and teachers' burnout and job satisfaction in terms of work status, gender and work experiences, and to analyse the factors effecting their burnout and job satisfaction. In this paper, a quantitative approach has been used: 295 subjects (33 special school headteachers and 262 special school teachers) responded to the survey. As the research instruments, the Job Satisfaction Scale and Maslach Burnout Inventory were used to measure job satisfaction and burnout levels in terms of the dimensions of emotional exhaustion, depersonalization and personal accomplishment. The study results indicated that special school headteachers felt less personal accomplishment than special school teachers. However, there were no significant differences between headteachers and teachers on two burnout dimensions, namely emotional exhaustion and depersonalization, and job satisfaction. In terms of gender, males have less emotional exhaustion and personal accomplishment but higher depersonalization than their female counterparts. Females have higher job satisfaction than their male counterparts. In relation to their work experiences, more experienced subjects have higher emotional exhaustion and depersonalization than their less experienced colleagues, and also less job satisfaction than less experienced counterparts. However, more experienced subjects who participated in the study felt higher personal accomplishment than the others.     

高校心理咨询工作的理论思考

本文主要探讨了高校心理咨询的内涵和特征,指出心理咨询的性质属于德育范畴,进而探讨了高校心理咨询的地位;分析了实际工作中存在的一些误区,并对于如何进一步做好这项工作提出建议。     

北京市小学教师工作满意度实证研究

本研究运用问卷方法对北京市1308名小学教师进行调查,发现:第一,北京市小学教师的总体工作满意度达到了较高水平,且教师内在满意度显著高于教师外在满意度。第二,北京市小学教师工作的内在、外在和总体满意度在人口学变量上存在显著差异,表现为:薄弱校教师满意度高于优质校和中等校;男教师满意度高于女教师;学校干部的满意度高于任课教师,副科教师满意度高于主科教师;低年级教师满意度高于中高年级教师;新入职教师与老教师满意度高于中年教师;教师的职称越高,满意度越高。在原因分析的基础上,提出了政策建议。     

高校勤工助学工作必须坚持育人为本

现实的勤工助学工作对勤工助学的育人目标、育人内涵、育人主体认识不足。勤工助学是高校教育人、教养人工作的重要组成部分。高校勤工助学工作的根本在于育人,必须坚持以育人为主导,实现思想扶助与经济扶助相统一;坚持以育人为内核,实现劳动实践与全面培养相统一;坚持以育人为原则,实现重点帮扶与全体教育相统一。从坚持德育要求,强化管理育人、加强心理引导、拓展育人内涵等发面加强其工作。     

Evaluating Teacher-Leaders for Careers as Administrators: Effects of Job Attributes, Teacher Leader Role, and Teaching Assignment Area

Recruitment of public school administrators is an important issue due to the shortage of qualified job applicants nationwide. The shortage of applicants requires school districts to evaluate their internal pools of potential applicants for administrative vacancies. This evaluation research addressed the recruitment of teacher-leaders to serve as assistant principals (APs) using a recruitment simulation technique. The participants were secondary school teacher-leaders who were counselors, school council members, department chairs, or resource teachers. The evaluation technique used involved an innovative experimental design approach. Teacher-leaders, whose current or past primary teaching assignment was in the core content areas (e.g., English/language arts, mathematics, science, social studies), rated the job of AP highest. Resource teachers rated the job significantly higher when the AP job emphasized instruction than when the job emphasized discipline. Implications for recruitment practice and future research are discussed.     

中小学教师职业压力与职业倦怠的关系研究

探讨新课程背景下中小学教师职业压力与职业倦怠之间的关系。采用中小学教师职业压力和职业倦怠问卷,对913名初中和小学教师进行调查。调查结果显示,职业压力和职业倦怠存在显著正相关,职业压力对职业倦怠具有一定的预测作用。教师的职业压力越大,职业倦怠越严重,不同来源的职业压力对职业倦怠的3个维度具有不同的预测作用。     

Adaptability among science teachers in schools: A multi-nation examination of its role in school outcomes

Adaptability helps teachers to navigate change, novelty, and uncertainty at work. We sought to extend understanding of adaptability by considering it at the school-level in 2189 high schools across eight nations. We investigated whether two job demands (disruptive student behavior, student diversity) and a job resource (teacher collaboration) are associated with school-average teacher adaptability. We also examined the association that school-average teacher adaptability has with teacher self-efficacy and, in turn, student self-efficacy. Findings showed, for example, that greater school-average teacher adaptability was positively associated with teacher self-efficacy and, in turn, student self-efficacy. Findings were similar across the eight nations.