高校体育教师心理契约与工作状态关系
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摘要
采用文献资料法、访谈法、问卷调查法、逻辑分析法和数理统计法等研究方法,自编了高校体育教师心理契约问卷,并以湖南省32所高校506名高校体育教师为对象,进行了高校体育教师心理契约问题的调查研究,结合工作满意度、组织承诺、工作投入和离职倾向等反映工作状态关系的量表,分析了高校体育教师和工作状态之间的关系及对作用机制进行了探讨。
本研究在绪论部分首先对高校体育教师心理契约研究的时代背景、选题依据和研究构想、理论及现实意义进行梳理,并提出要研究的问题、思路与方法。第二,对已有心理契约的研究现状回顾总结,对工作状态理论进行梳理,并以此作为研究的起点,进行高校体育教师心理契约与工作状态关系研究。第三,编制了高校体育教师心理契约问卷,问卷编制严格按照专家和教师访谈、试题收集、项目分析、探索性因子分析和验证性因素分析程序进行,并进行了信效度检验。此量表分为二个部分：学校责任与教师责任。编制好的教师心理契约学校责任量表分为三个维度：经济与环境责任、人文责任、成长责任。编制好的心理契约教师责任量表分为四个维度：岗位责任、课外责任、归属责任、社会责任。第四,以湖南省高校体育教师为研究对象,对不同人口学特征高校体育教师心理契约进行分析,发现：高校体育教师心理契约学校责任在性别、职称、月薪方面有显著性差异；高校体育教师心理契约教师责任在年龄、职称、从教年龄、职务、婚否和月薪方面有显著性差异。第五,对不同人口学特征的高校体育教师心理契约履行情况进行了分析,并进行了差异性检验和多重比较,发现性别和婚姻因素不会对心理契约履行产生显著影响；职务、月薪和任教课程因素会显著影响到履行的心理感受；职务、职称、年龄、月薪、任教课程因素会显著影响到履行行为。另外,履行的现实与期望存在显著性差异。第六,对不同人口学特征高校体育教师工作满意度、组织承诺、工作投入、离职倾向进行了差异性检验,并对他们作了相关和回归分析,发现心理契约履行与工作投入和工作满意度有较高正相关,并分别求出了其回归方程。高校体育教师心理契约履行与组织承诺和离职倾向相关程度较低。第七,分析了不同心理契约维度控制变量下,不同心理契约履行程度对工作投入、工作满意度、组织承诺和离职倾向的影响,发现履行良好组、中间组及违背组之间存在显著性差异。第八,通过对高校体育教师心理契约与工作状态关系研究,构建了高校体育教师心理契约作用机制图,并以此为依据提出高校体育教师管理对策。
This thesis used literature, interviews, questionnaires, logical analysis statistics and other research methods, choosed 32 universitese and colleges,506 PE teachers for the object, researched the problem of PE tearchers psychological contract with job satisfaction, organizational commitment, job involvement and turnover intention relationship between job state, reflected the scale of the psychology contact of PE teachers and the relationship between the job states.
In this study, the introduction part of the PE teachers of psychological contract studied the background of the psychological contract research, researched topics based on the concept of theoretical and practical significance, proposed to resolve the problem of ideas and methods. Second, the psychological contract has been reviewed and summarized on the present state. As a research starting point,we studied the relationship between the psychological contract of PE teachers and the work state. Third, we draw up the formation of the psychological contract scale for PE teachers, this scale is divided into two parts:the schools responsibility and the teachers responsibility. The formation of school responsibilities scale of psychological contract is divided into three dimensions: economic and environmental responsibility, human responsibility, growing responsibilities. The formation of teacher responsibilities scale of psychological contract is divided into four dimensions:job responsibilities, extra-curricular responsibilities, ownership responsibility, social responsibility. Fourth, I have researched the teachers of 98 universyties and colleges in Hunan province, analyazed the psychological contract of PE teachers with different demographic characteristics.It was discovered:the psychological contract school responsibility of college PE teachers on gender, occupation, monthly salary, there were significant differences; other features aspects were no significant differences; the psychological contract teacher responsibility of college PE teachers on qualitity, age, education, job, marital state and salary, there were significant differences; other characteristics no significant difference. Fifth, I have analyzed PE teachers psychological contract fulfillment with the different demographic characteristics and conducted them with difference multiple comparison test. It was discovered that the fulfillment of psychological contract will not have a significant impact on gender and marital; the performance of the psychological feelings were affected significantly by duties, salary, and teaching courses and the performance of behavior were affected significantly by duties, title, age, salary, teaching courses. In addition, there were significant different in the performance of psychical contract between the realities and expectations.Sixth, I had a T-test on between the psychical contact of different college PE teacher on the different demographic characteristics and job satisfaction, organizational commitment, job involvement, turnover intention and made the correlation and regression analysis.It was discovered that there was a high positive correlation on psychological contract fulfillment and job involvement and job satisfaction, it wast established two regression equations. There is a lesser extent on Psychological contract fulfillment and organizational commitment and turnover intention. Seventh, I have analysed the psychological contract of the different control variables, different psychological contract fulfillment on the job involvement, job satisfaction, organizational commitment and turnover intention, found that it was significant different on the good group, the middle group and the violation group. Eighth, it was constructed a function mechanism chart by the relationship the college PE teachers on the psychological contract with job state, as a basis for a management measures proposed for college PE teachers.
本研究在绪论部分首先对高校体育教师心理契约研究的时代背景、选题依据和研究构想、理论及现实意义进行梳理,并提出要研究的问题、思路与方法。第二,对已有心理契约的研究现状回顾总结,对工作状态理论进行梳理,并以此作为研究的起点,进行高校体育教师心理契约与工作状态关系研究。第三,编制了高校体育教师心理契约问卷,问卷编制严格按照专家和教师访谈、试题收集、项目分析、探索性因子分析和验证性因素分析程序进行,并进行了信效度检验。此量表分为二个部分：学校责任与教师责任。编制好的教师心理契约学校责任量表分为三个维度：经济与环境责任、人文责任、成长责任。编制好的心理契约教师责任量表分为四个维度：岗位责任、课外责任、归属责任、社会责任。第四,以湖南省高校体育教师为研究对象,对不同人口学特征高校体育教师心理契约进行分析,发现：高校体育教师心理契约学校责任在性别、职称、月薪方面有显著性差异；高校体育教师心理契约教师责任在年龄、职称、从教年龄、职务、婚否和月薪方面有显著性差异。第五,对不同人口学特征的高校体育教师心理契约履行情况进行了分析,并进行了差异性检验和多重比较,发现性别和婚姻因素不会对心理契约履行产生显著影响；职务、月薪和任教课程因素会显著影响到履行的心理感受；职务、职称、年龄、月薪、任教课程因素会显著影响到履行行为。另外,履行的现实与期望存在显著性差异。第六,对不同人口学特征高校体育教师工作满意度、组织承诺、工作投入、离职倾向进行了差异性检验,并对他们作了相关和回归分析,发现心理契约履行与工作投入和工作满意度有较高正相关,并分别求出了其回归方程。高校体育教师心理契约履行与组织承诺和离职倾向相关程度较低。第七,分析了不同心理契约维度控制变量下,不同心理契约履行程度对工作投入、工作满意度、组织承诺和离职倾向的影响,发现履行良好组、中间组及违背组之间存在显著性差异。第八,通过对高校体育教师心理契约与工作状态关系研究,构建了高校体育教师心理契约作用机制图,并以此为依据提出高校体育教师管理对策。
This thesis used literature, interviews, questionnaires, logical analysis statistics and other research methods, choosed 32 universitese and colleges,506 PE teachers for the object, researched the problem of PE tearchers psychological contract with job satisfaction, organizational commitment, job involvement and turnover intention relationship between job state, reflected the scale of the psychology contact of PE teachers and the relationship between the job states.
In this study, the introduction part of the PE teachers of psychological contract studied the background of the psychological contract research, researched topics based on the concept of theoretical and practical significance, proposed to resolve the problem of ideas and methods. Second, the psychological contract has been reviewed and summarized on the present state. As a research starting point,we studied the relationship between the psychological contract of PE teachers and the work state. Third, we draw up the formation of the psychological contract scale for PE teachers, this scale is divided into two parts:the schools responsibility and the teachers responsibility. The formation of school responsibilities scale of psychological contract is divided into three dimensions: economic and environmental responsibility, human responsibility, growing responsibilities. The formation of teacher responsibilities scale of psychological contract is divided into four dimensions:job responsibilities, extra-curricular responsibilities, ownership responsibility, social responsibility. Fourth, I have researched the teachers of 98 universyties and colleges in Hunan province, analyazed the psychological contract of PE teachers with different demographic characteristics.It was discovered:the psychological contract school responsibility of college PE teachers on gender, occupation, monthly salary, there were significant differences; other features aspects were no significant differences; the psychological contract teacher responsibility of college PE teachers on qualitity, age, education, job, marital state and salary, there were significant differences; other characteristics no significant difference. Fifth, I have analyzed PE teachers psychological contract fulfillment with the different demographic characteristics and conducted them with difference multiple comparison test. It was discovered that the fulfillment of psychological contract will not have a significant impact on gender and marital; the performance of the psychological feelings were affected significantly by duties, salary, and teaching courses and the performance of behavior were affected significantly by duties, title, age, salary, teaching courses. In addition, there were significant different in the performance of psychical contract between the realities and expectations.Sixth, I had a T-test on between the psychical contact of different college PE teacher on the different demographic characteristics and job satisfaction, organizational commitment, job involvement, turnover intention and made the correlation and regression analysis.It was discovered that there was a high positive correlation on psychological contract fulfillment and job involvement and job satisfaction, it wast established two regression equations. There is a lesser extent on Psychological contract fulfillment and organizational commitment and turnover intention. Seventh, I have analysed the psychological contract of the different control variables, different psychological contract fulfillment on the job involvement, job satisfaction, organizational commitment and turnover intention, found that it was significant different on the good group, the middle group and the violation group. Eighth, it was constructed a function mechanism chart by the relationship the college PE teachers on the psychological contract with job state, as a basis for a management measures proposed for college PE teachers.
引文
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