STEM教师队伍建设:探究美国STEM教师的工作满意度
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摘要
近年来,虽然很多研究调查了影响教师工作满意度的可能因素及其与教师工作满意度的关系,但很少有研究从工作要求—资源理论(Job Demands-Resources理论,简称JD-R理论)的视角去分析影响STEM教师的工作满意度的因素.基于JD-R理论,文章建构了STEM教师工作满意度模型,通过验证性因子分析以及结构方程模型分析了工作要求以及工作资源对STEM教师工作满意度的贡献,并验证了教师工作满意度与性别、工作时间、工作年限、工资以及教学年级段之间的关系.研究发现,工作资源因素会对STEM教师工作满意度产生重要的正面影响,而工作要求因素可产生一般的反面影响;同时工资水平对其有显著的正向影响;高中STEM教师比初中STEM教师有更高的工作满意度.研究启示:STEM教师工作满意度模型可为将来研究中国STEM教师教育提供一个不同的视角,同时为进一步解决STEM教师短缺问题提供一个可参考路径.
Although many studies had investigated possible factors of teachers' job satisfaction and their correlations with job satisfaction, few studies had analyzed factors influencing STEM teachers' job satisfaction from the perspective of Job demands-resources theory(JD-R theory). Based on the JD-R theory, this study constructed a STEM teachers' job satisfaction model. Through employing confirmatory factor analysis and structural equation model to analyze the contributions of job demands and resources to STEM teachers' job satisfaction, this study verified that the relationships between teachers' job satisfaction and gender, working hours, experiences, wage, and grade levels. The study found that the factor of job resource had a significant positive effect on STEM teachers' job satisfaction, while the factor of job demands had a general negative effect on STEM teachers' job satisfaction. Also, wage level had a significant positive impact on job satisfaction. However, high-school STEM teachers tend to have higher job satisfaction than middle-school STEM teachers'. The STEM teacher job satisfaction model in this study could provide a different perspective for the future study of STEM teacher education and a potential solution to the shortage of STEM teachers in China.
Although many studies had investigated possible factors of teachers' job satisfaction and their correlations with job satisfaction, few studies had analyzed factors influencing STEM teachers' job satisfaction from the perspective of Job demands-resources theory(JD-R theory). Based on the JD-R theory, this study constructed a STEM teachers' job satisfaction model. Through employing confirmatory factor analysis and structural equation model to analyze the contributions of job demands and resources to STEM teachers' job satisfaction, this study verified that the relationships between teachers' job satisfaction and gender, working hours, experiences, wage, and grade levels. The study found that the factor of job resource had a significant positive effect on STEM teachers' job satisfaction, while the factor of job demands had a general negative effect on STEM teachers' job satisfaction. Also, wage level had a significant positive impact on job satisfaction. However, high-school STEM teachers tend to have higher job satisfaction than middle-school STEM teachers'. The STEM teacher job satisfaction model in this study could provide a different perspective for the future study of STEM teacher education and a potential solution to the shortage of STEM teachers in China.
引文
[1] President’s Council of Advisors on Science and Technology(U.S.). Prepare and inspire:K-12 education in science,technology, engineering, and math(STEM)for America’s future:Executive report[R]. Washington, DC:Executive Office of the President, President’s Council of Advisors on Science and Technology, 2010:1-10.
[2]胡卫平,首新,陈勇刚.中小学STEAM教育体系的建构与实践[J].华东师范大学学报(教育科学版),2017,35(4):31-39.
[3]曾丽颖,任平,曾本友.STEAM教师跨学科集成培养策略与螺旋式发展之路[J].电化教育研究,2019(3):42-47.
[4]董泽华.试论我国中小学实施STEM课程的困境与对策[J].全球教育展望,2016,45(12):36-62.
[5]董宏建,胡贤钰.我国STEAM教育的研究分析及未来展望[J].现代教育技术,2017(9):114-120.
[6]李春密,王硕.STEM教师培养的国际比较研究——以中、美、英、德为例[J].教师教育研究,2018,30(4):122-128.
[7]邹逸,徐王熠.STEM教师培养:美国的经验与启示[J].外国中小学教育,2018(9):61-65.
[8] MOLLENKOPF D L. Creating highly qualified teachers:Maximizing university resources to provide professional development in rural areas[J]. Rural Educator, 2009, 30(3):34-39.
[9] HUTCHISON L F. Addressing the STEM teacher shortage in American schools:Ways to recruit and retain effective STEM teachers[J]. Action in Teacher Education, 2012, 34(5-6):541-550.
[10] National Research Council. Monitoring progress toward successful K–12 STEM education:A nation advancing[M].Washington, DC:National Academies Press, 2013:1-56.
[11] INGERSOLL R M, PERDA D. Is the supply of mathematics and science teachers sufficient[J]. American Educational Research Journal, 2010, 47(3):563-594.
[12] KOEDEL C, LI J, SPRINGER M G, et al. The impact of performance ratings on job satisfaction for public school teachers[J]. American Educational Research Journal, 2017, 54(2):241-278.
[13] SKAALVIK E M, SKAALVIK S. Teacher job satisfaction and motivation to leave the teaching profession:Relations with school context, feeling of belonging, and emotional exhaustion[J]. Teaching and Teacher Education, 2011(27):1 029-1 038.
[14] SKAALVIK E M, SKAALVIK S. Job demands and job resources as predictors of teacher motivation and well-being[J].Social Psychology of Education, 2018, 21(5):1 251-1 275.
[15] WANG K, LI Y, LUO W, et al. Selected factors contributing to teacher job satisfaction:A quantitative investigation using 2013 TALIS data[J]. Leadership and Policy in Schools, 2019(3):1-21.
[16] DEMEROUTI E, BAKKER A B, NACHREINER F, et al. The job demands-resources model of burnout[J]. Journal of Applied Psychology, 2001(86):499-512.
[17] BAKKER A B, DEMEROUTI E. Job demands–resources theory[M]//COOPER C, CHEN P. Wellbeing:A complete reference guide. Chichester, UK:Wiley-Blackwell, 2014:37–64.
[18] BAKKER A B, DEMEROUTI E. Job demands–resources theory:Taking stock and looking forward[J]. Journal of Occupational Health Psychology, 2017, 22(3):273.
[19] Committee on STEM Education. Charting a course for success:America’s strategy for STEM education[EB/OL].[2019–05–27]. https://www.whitehouse.gov/wp-content/uploads/2018/12/STEM-Education-Strategic-Plan-2018.pdf.
[20] SPECTOR P E. Job satisfaction:Application, assessment, causes, and consequences[M]. Thousand Oaks, CA:Sage Publications, 1997:1–104.
[21] STEERS R M, MOWDAY R T, SHAPIRO D L. Introduction to special topic forum:The future of work motivation theory[J]. Academy of Management Review, 2004, 29(3):379–387.
[22] NETO R D C A, RODRIGUES V P, PANZER S. Exploring the relationship between entrepreneurial behavior and teachers’ job satisfaction[J]. Teaching and Teacher Education, 2017(63):254–262.
[23] WANG K, CHEN Z, LUO W, et al. Examining the differences between the job satisfaction of STEM and non-STEM novice teachers with leaving intentions[J]. EURASIA Journal of Mathematics, Science and Technology Education,2018, 14(6):2 329–2 341.
[24] SHEN J, LESLIE J M, SPYBROOK J K, et al. Are principal background and school processes related to teacher job satisfaction? A multilevel study using schools and staffing survey 2003—2004[J]. American Educational Research Journal, 2012, 49(2):200–230.
[25] HU L, BENTLER P M. Cutoff criteria for fit indexes in covariance structure analysis:Conventional criteria versus new alternatives[J]. Structural Equation Modeling, 1999(6):1–55.
[26] DISTEFANO C, LIU J, JIANG N, et al. Examination of the weighted root mean square residual:Evidence for trustworthiness[J]. Structural Equation Modeling:A Multidisciplinary Journal, 2018, 25(3):453–466.
[27] BLAND J M, ALTMAN D G. Statistics notes:Cronbach’s alpha[J]. BMJ, 1997, 314(7 080):572.
[28] HAKANEN J J, BAKKER A B, SCHAUFELI W B. Burnout and work engagement among teachers[J]. Journal of School Psychology, 2006, 43(6):495–513.
[29]中国教育科学研究院.中国STEM教育白皮书[M].北京:中国教育科学研究院,2017:1–14.
[30]赵兴龙,许林.STEM教育的五大争议及回应[J].中国电化教育,2016(10):62–65.
[31] VILLAR A, STRONG M. Is mentoring worth the money? A benefit-cost analysis and five-year rate of return of a comprehensive mentoring program for beginning teachers[J]. ERS Spectrum, 2007, 25(3):1–17.
[2]胡卫平,首新,陈勇刚.中小学STEAM教育体系的建构与实践[J].华东师范大学学报(教育科学版),2017,35(4):31-39.
[3]曾丽颖,任平,曾本友.STEAM教师跨学科集成培养策略与螺旋式发展之路[J].电化教育研究,2019(3):42-47.
[4]董泽华.试论我国中小学实施STEM课程的困境与对策[J].全球教育展望,2016,45(12):36-62.
[5]董宏建,胡贤钰.我国STEAM教育的研究分析及未来展望[J].现代教育技术,2017(9):114-120.
[6]李春密,王硕.STEM教师培养的国际比较研究——以中、美、英、德为例[J].教师教育研究,2018,30(4):122-128.
[7]邹逸,徐王熠.STEM教师培养:美国的经验与启示[J].外国中小学教育,2018(9):61-65.
[8] MOLLENKOPF D L. Creating highly qualified teachers:Maximizing university resources to provide professional development in rural areas[J]. Rural Educator, 2009, 30(3):34-39.
[9] HUTCHISON L F. Addressing the STEM teacher shortage in American schools:Ways to recruit and retain effective STEM teachers[J]. Action in Teacher Education, 2012, 34(5-6):541-550.
[10] National Research Council. Monitoring progress toward successful K–12 STEM education:A nation advancing[M].Washington, DC:National Academies Press, 2013:1-56.
[11] INGERSOLL R M, PERDA D. Is the supply of mathematics and science teachers sufficient[J]. American Educational Research Journal, 2010, 47(3):563-594.
[12] KOEDEL C, LI J, SPRINGER M G, et al. The impact of performance ratings on job satisfaction for public school teachers[J]. American Educational Research Journal, 2017, 54(2):241-278.
[13] SKAALVIK E M, SKAALVIK S. Teacher job satisfaction and motivation to leave the teaching profession:Relations with school context, feeling of belonging, and emotional exhaustion[J]. Teaching and Teacher Education, 2011(27):1 029-1 038.
[14] SKAALVIK E M, SKAALVIK S. Job demands and job resources as predictors of teacher motivation and well-being[J].Social Psychology of Education, 2018, 21(5):1 251-1 275.
[15] WANG K, LI Y, LUO W, et al. Selected factors contributing to teacher job satisfaction:A quantitative investigation using 2013 TALIS data[J]. Leadership and Policy in Schools, 2019(3):1-21.
[16] DEMEROUTI E, BAKKER A B, NACHREINER F, et al. The job demands-resources model of burnout[J]. Journal of Applied Psychology, 2001(86):499-512.
[17] BAKKER A B, DEMEROUTI E. Job demands–resources theory[M]//COOPER C, CHEN P. Wellbeing:A complete reference guide. Chichester, UK:Wiley-Blackwell, 2014:37–64.
[18] BAKKER A B, DEMEROUTI E. Job demands–resources theory:Taking stock and looking forward[J]. Journal of Occupational Health Psychology, 2017, 22(3):273.
[19] Committee on STEM Education. Charting a course for success:America’s strategy for STEM education[EB/OL].[2019–05–27]. https://www.whitehouse.gov/wp-content/uploads/2018/12/STEM-Education-Strategic-Plan-2018.pdf.
[20] SPECTOR P E. Job satisfaction:Application, assessment, causes, and consequences[M]. Thousand Oaks, CA:Sage Publications, 1997:1–104.
[21] STEERS R M, MOWDAY R T, SHAPIRO D L. Introduction to special topic forum:The future of work motivation theory[J]. Academy of Management Review, 2004, 29(3):379–387.
[22] NETO R D C A, RODRIGUES V P, PANZER S. Exploring the relationship between entrepreneurial behavior and teachers’ job satisfaction[J]. Teaching and Teacher Education, 2017(63):254–262.
[23] WANG K, CHEN Z, LUO W, et al. Examining the differences between the job satisfaction of STEM and non-STEM novice teachers with leaving intentions[J]. EURASIA Journal of Mathematics, Science and Technology Education,2018, 14(6):2 329–2 341.
[24] SHEN J, LESLIE J M, SPYBROOK J K, et al. Are principal background and school processes related to teacher job satisfaction? A multilevel study using schools and staffing survey 2003—2004[J]. American Educational Research Journal, 2012, 49(2):200–230.
[25] HU L, BENTLER P M. Cutoff criteria for fit indexes in covariance structure analysis:Conventional criteria versus new alternatives[J]. Structural Equation Modeling, 1999(6):1–55.
[26] DISTEFANO C, LIU J, JIANG N, et al. Examination of the weighted root mean square residual:Evidence for trustworthiness[J]. Structural Equation Modeling:A Multidisciplinary Journal, 2018, 25(3):453–466.
[27] BLAND J M, ALTMAN D G. Statistics notes:Cronbach’s alpha[J]. BMJ, 1997, 314(7 080):572.
[28] HAKANEN J J, BAKKER A B, SCHAUFELI W B. Burnout and work engagement among teachers[J]. Journal of School Psychology, 2006, 43(6):495–513.
[29]中国教育科学研究院.中国STEM教育白皮书[M].北京:中国教育科学研究院,2017:1–14.
[30]赵兴龙,许林.STEM教育的五大争议及回应[J].中国电化教育,2016(10):62–65.
[31] VILLAR A, STRONG M. Is mentoring worth the money? A benefit-cost analysis and five-year rate of return of a comprehensive mentoring program for beginning teachers[J]. ERS Spectrum, 2007, 25(3):1–17.