福建省中学体育教师职业认同及其相关研究
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摘要
本研究采用文献资料法、问卷调查法、数理统计法、逻辑分析法等研究方法对中学体育教师职业认同进行理论探讨和实证研究。
一、以认同、教师职业认同的相关理论为主要依据,结合中学体育教师教学工作的特点,从理论上探讨体育教师职业认同的概念并构建其理论结构维度,形成研究的理论框架。
二、运用问卷调查法、项目分析和因素分析等方法和技术,在实证中检验和修正体育教师职业认同的结构维度,与此同时编制了符合心理测量学要求的《中学体育教师职业认同问卷》。
三、运用自编的《中学体育教师职业认同问卷》对福建省中学体育教师实施测查,分析当前中学体育教师职业认同的现状及特点,研究结果如下：(一)中学体育教师职业认同总体水平较高,但各因子表现水平不均衡,其中在职业规范因子上得分最高,在职业情感因子上得分最低。(二)中学体育教师职业认同受教龄、职务、学校级别和学校所在地的影响：11-15年教龄段的中学体育教师职业认同水平显著地低于6-10年、16-20年和21年以上教龄的教师；一般中学体育教师职业认同水平要显著的低于担任行政职务的中学体育教师；普通学校的中学体育教师职业认同水平显著的低于一级达标校和三级达标校的中学体育教师；城市中学体育教师职业认同水平显著低于乡镇中学体育教师职业认同水平。(三)中学体育教师职业认同不存在显著的性别差异、职称差异和学历差异。
四、运用相关分析法、回归分析法和结构方程模型等方法和技术探讨了中学体育教师职业认同与工作价值观之间的关系。结果表明中学体育教师职业认同与工作价值观间存在显著的正相关,中学体育教师工作价值观在一定程度上对职业认同具有正向预测力。
In theoretical discussions and empirical approach, this study adopts literature data method, questionnaire and mathematical statistics, logic analysis and other methods to research the middle-school P.E. teachers' professional identity.
Firstly, based on the related theory of teachers' professional identity and the characteristics of physical education of middle school, it studies the concept and theoretical structure of the P.E. teachers' professional identity to form a theoretical basis.
Secondly, it applies the method of questionnaire survey, project, factor analysis and technique to inspect and correct the structure dimension of the P.E. teachers'professional identity in empirical approach. Meanwhile, it establishes a questionnaire on investigating P.E. teachers'professional identity which meets the requirements of psychometric.
Thirdly, it surveys the status quo on the professional identity level of the middle-school P.E. teacher in Fujian using the self-design questionnaire, and then analyzes the current status and characteristics of the middle-school P.E. teachers' professional identity. The results of the study are as follows:(1) the overall level of the middle-school P.E. teachers' professional identity is average high, but there is an unbalanced reflection of the four factors of P.E. teachers'professional identity. Teachers get a higher mark in the professional standard factor while a low mark in the professional emotional factor. (2) The professional identity level is affected by seniority factor, position factor, school level factor and location of the school factor:the professional identity level of the middle-school P.E. teachers who has 11-15 years working experience is significantly lower than that of 6-10 years,16-20 years and more than 21 years working experience; The professional identity level of the general middle-school P.E. teachers is significantly lower than the one who has an executive position in school; The professional identity level of the teachers in average middle school is significantly lower than the one in the Level 1 standard school or Level 3 standard school; The professional identity level of Urban middle school P.E. teachers' is significantly below the one in township middle school. (3) There is no significant difference in P.E. teachers' professional identity in terms of different gender, different degree and different titles. Fourthly, the study applies the correlation, regression analysis and structural equation model technology to investigate the relation between the P.E. teachers' professional identity and occupational values. The results show that positive correlation exists between P.E. teachers' professional identity and their occupational values. To some extent, P.E. teachers' occupational value positively forecasts their professional identity.
一、以认同、教师职业认同的相关理论为主要依据,结合中学体育教师教学工作的特点,从理论上探讨体育教师职业认同的概念并构建其理论结构维度,形成研究的理论框架。
二、运用问卷调查法、项目分析和因素分析等方法和技术,在实证中检验和修正体育教师职业认同的结构维度,与此同时编制了符合心理测量学要求的《中学体育教师职业认同问卷》。
三、运用自编的《中学体育教师职业认同问卷》对福建省中学体育教师实施测查,分析当前中学体育教师职业认同的现状及特点,研究结果如下：(一)中学体育教师职业认同总体水平较高,但各因子表现水平不均衡,其中在职业规范因子上得分最高,在职业情感因子上得分最低。(二)中学体育教师职业认同受教龄、职务、学校级别和学校所在地的影响：11-15年教龄段的中学体育教师职业认同水平显著地低于6-10年、16-20年和21年以上教龄的教师；一般中学体育教师职业认同水平要显著的低于担任行政职务的中学体育教师；普通学校的中学体育教师职业认同水平显著的低于一级达标校和三级达标校的中学体育教师；城市中学体育教师职业认同水平显著低于乡镇中学体育教师职业认同水平。(三)中学体育教师职业认同不存在显著的性别差异、职称差异和学历差异。
四、运用相关分析法、回归分析法和结构方程模型等方法和技术探讨了中学体育教师职业认同与工作价值观之间的关系。结果表明中学体育教师职业认同与工作价值观间存在显著的正相关,中学体育教师工作价值观在一定程度上对职业认同具有正向预测力。
In theoretical discussions and empirical approach, this study adopts literature data method, questionnaire and mathematical statistics, logic analysis and other methods to research the middle-school P.E. teachers' professional identity.
Firstly, based on the related theory of teachers' professional identity and the characteristics of physical education of middle school, it studies the concept and theoretical structure of the P.E. teachers' professional identity to form a theoretical basis.
Secondly, it applies the method of questionnaire survey, project, factor analysis and technique to inspect and correct the structure dimension of the P.E. teachers'professional identity in empirical approach. Meanwhile, it establishes a questionnaire on investigating P.E. teachers'professional identity which meets the requirements of psychometric.
Thirdly, it surveys the status quo on the professional identity level of the middle-school P.E. teacher in Fujian using the self-design questionnaire, and then analyzes the current status and characteristics of the middle-school P.E. teachers' professional identity. The results of the study are as follows:(1) the overall level of the middle-school P.E. teachers' professional identity is average high, but there is an unbalanced reflection of the four factors of P.E. teachers'professional identity. Teachers get a higher mark in the professional standard factor while a low mark in the professional emotional factor. (2) The professional identity level is affected by seniority factor, position factor, school level factor and location of the school factor:the professional identity level of the middle-school P.E. teachers who has 11-15 years working experience is significantly lower than that of 6-10 years,16-20 years and more than 21 years working experience; The professional identity level of the general middle-school P.E. teachers is significantly lower than the one who has an executive position in school; The professional identity level of the teachers in average middle school is significantly lower than the one in the Level 1 standard school or Level 3 standard school; The professional identity level of Urban middle school P.E. teachers' is significantly below the one in township middle school. (3) There is no significant difference in P.E. teachers' professional identity in terms of different gender, different degree and different titles. Fourthly, the study applies the correlation, regression analysis and structural equation model technology to investigate the relation between the P.E. teachers' professional identity and occupational values. The results show that positive correlation exists between P.E. teachers' professional identity and their occupational values. To some extent, P.E. teachers' occupational value positively forecasts their professional identity.
引文
[1] Beijaard, Meijer. Reconsidering research on teachers' professional identity[J]. Teaching & Teacher Educating,2004, 20(2):107-128.
[2]孙钰华.教师职业认同对教师幸福感的影响[J].宁波大学学报(教育科学版),2008,30(5)：71.
[1] Beijaard, Meijer. Reconsidering research on teachers' professional identity[J]. Teaching & Teacher Educating,2004, 20(2):107-128.
121 Goodson,I.F&Cole,A.L. Exploring the teacher's professional knowledge:Constructing identity and community [J]. Teacher Education Quarterly,1994,21(1):85-105.
[1] Coldron, John & Smith, Robin. Active location in teachers'construction of their professional identities. Journal of Curriculum Studies,1999,31(6):711-726.
[2]Volkmann, M. J.& Anderson, M. A. A Creating professional identity:Dilemmas and metaphors of a first-year chemistry teacher. Science Education,1998,32(3):293-310.
[3] Kremer, L.& Hofman, J. E. Teachers' professional identity and burnout. Research in Education,1991,34:89-93.
[4] Pacchter, C.& Head, J. Gender, identity, status and the body:Life in a marginal subject. Gender and Education,1996, 8(1):21-29.
[1]Connelly, F. Michael & Clandinin, D. Jean. Teachers as curriculum planners:Narratives of experience. New York: Teachers College Press,1988.
[2] Brooke, G. E. My Personal Journey toward Professionalism. Young Children,1994(49):69-71.
[3]于慧慧.中学青年教师职业认同现状研究——来自湖南省小城市中学的调查[D].湖南师范大学,2006.
[4]魏淑华.教师职业认同研究[Dl.西南大学,2008.
[5]秦奕.幼儿园教师职业认同结构要素与关键主题研究[Dl.南京师范大学,2008.
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[1]Beijaard, Meijer. Reconsidering research on teachers'professional identity[J]. Teaching & Teacher Educating,2004,20(2):107-128.
[2]Brooke, G. E. My Personal Journey toward Professionalism. Young Children, 1994(49):69-71.
[3]Coldron, John &Smith, Robin. Active location in teachers' construction of their professional identities. Journal of Curriculum Studies,1999,31(6): 711-726.
[4]Connelly, F. Michael & Clandinin, D. Jean. Teachers as curriculum planners:Narratives of experience. New York:Teachers College Press,1988.
[5]Day, C. Developing teachers:the challenge of lifelong learning [M]. London:Philadelphia Falmer Press,1999.
[6]Goodson, I. F&Cole, A. L. Exploring the teacher's professional knowledge: Constructing identity and community [J]. Teacher Education Quarterly,1994, 21(1):85-105.
[7]Kerby, A. Narrative and the self [M]. Bloomington:Indiana University Press,1991.
[8]Kremer, L.& Hofman, J. E. Teachers'professional identity and burnout. Research in Education,1991,34:89-93.
[9]Melucci, A. The Playing Self:person and meaning in the planetary society[M]. Cambridge:Cambridge University Press,1996.
[10]Pacchter, C.& Head, J. Gender, identity, status and the body:Life in a marginal subject. Gender and Education,1996,8(1):21-29.
[11]Volkmann, M. J.& Anderson, M. A. A Creating professional identity: Dilemmas and metaphors of a first-year chemistry teacher. Science Education, 1998,32(3):293-310.
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[21]林崇德等.心理学大辞典[M].上海：上海教育出版社,2003：1458.
[22]理查德·克里斯普,里安农·特纳著.赵德雷,高明华译.社会心理学精要[M].北京大学出版社,2008：12.
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[25]刘华.社会认同和内群体偏私的关系模型的实证研究[D].陕西师范大学,2008.
[26]龙立荣,方俐洛,凌文辁等.职业承诺的理论与测量.心理学动态,2000,8(4)：39-45.
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[28]李友梅,肖瑛,黄晓春.社会认同：一种结构视野的分析[M].上海人民出版社,2007,10：3.
[29]梅雪雄.SPSS在体育统计中的应用[M].人民体育出版社,2008,9：277.
[30]秦奕.幼儿园教师职业认同结构要素与关键主题研究[D].南京师范大学,2008.
[31]孙钰华.教师职业认同对教师幸福感的影响[J].宁波大学学报(教育科学版),2008,30(5)：71.
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[2]Volkmann, M. J.& Anderson, M. A. A Creating professional identity:Dilemmas and metaphors of a first-year chemistry teacher. Science Education,1998,32(3):293-310.
[3] Kremer, L.& Hofman, J. E. Teachers' professional identity and burnout. Research in Education,1991,34:89-93.
[4] Pacchter, C.& Head, J. Gender, identity, status and the body:Life in a marginal subject. Gender and Education,1996, 8(1):21-29.
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[2] Brooke, G. E. My Personal Journey toward Professionalism. Young Children,1994(49):69-71.
[3]于慧慧.中学青年教师职业认同现状研究——来自湖南省小城市中学的调查[D].湖南师范大学,2006.
[4]魏淑华.教师职业认同研究[Dl.西南大学,2008.
[5]秦奕.幼儿园教师职业认同结构要素与关键主题研究[Dl.南京师范大学,2008.
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[1]魏淑华.教师职业认同研究[D].西南大学,2008.
[2]丁洁.幼儿教师职业认同及其相关研究[D].上海师范大学,2009.
[3]严玉梅.高校教师职业认同、工作满意度与离职意向的关系研究——来自湖南省长沙市高校的调查[D].湖南师范大学,2008.
[4]王彩凤.幼儿教师人格类型与其职业认同的关系研究[D].首都师范大学,2009.
[5]王静.兰州市幼儿教师职业认同与专业发展研究[D].西北师范大学,2007.
[1]徐新年.湖南省高校体育教师自我职业认同现状的调查与分析[D].湖南师范大学,2006.
[2]汤国杰.普通高校体育教师职业认同理论模型构建与实证研究[J].北京体育大学学报,2009,32(3)：98-101.
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[2]林崇德等.心理学大辞典[M].上海：上海教育出版社,2003.1458.
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[2]魏淑华.教师职业认同研究[D].西南大学,2008.
[3]秦奕.幼儿园教师职业认同结构要素与关键主题研究[D].南京师范大学,2008.
[4]丁洁.幼儿教师职业认同及其相关研究[D].上海师范大学,2009.
[1]李友梅,肖瑛,黄晓春.社会认同：一种结构视野的分析[M].上海人民出版社,2007,10：7.
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[4]魏淑华.教师职业认同研究[D].西南大学,2008.
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[1]金瑜.心理测量[M].华东师范大学出版社,2001：250.
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[2]黄艳.中学体育教师职业承诺的量表编制与现状测查研究[D].福建师范大学,2008.
[1]张凤琴.教师职业价值观的理论与实践[D].内蒙古师范大学,2005.
[2]曾汉君.教师职业认同感探析[J].新课程研究：职业教育,2008,8：38.
[1]胥兴春.教师工作价值观及其影响效应研究[D].西南大学,2007.
[1]梅雪雄.SPSS在体育统计中的应用[M].人民体育出版社,2008,9：277.
[1]Beijaard, Meijer. Reconsidering research on teachers'professional identity[J]. Teaching & Teacher Educating,2004,20(2):107-128.
[2]Brooke, G. E. My Personal Journey toward Professionalism. Young Children, 1994(49):69-71.
[3]Coldron, John &Smith, Robin. Active location in teachers' construction of their professional identities. Journal of Curriculum Studies,1999,31(6): 711-726.
[4]Connelly, F. Michael & Clandinin, D. Jean. Teachers as curriculum planners:Narratives of experience. New York:Teachers College Press,1988.
[5]Day, C. Developing teachers:the challenge of lifelong learning [M]. London:Philadelphia Falmer Press,1999.
[6]Goodson, I. F&Cole, A. L. Exploring the teacher's professional knowledge: Constructing identity and community [J]. Teacher Education Quarterly,1994, 21(1):85-105.
[7]Kerby, A. Narrative and the self [M]. Bloomington:Indiana University Press,1991.
[8]Kremer, L.& Hofman, J. E. Teachers'professional identity and burnout. Research in Education,1991,34:89-93.
[9]Melucci, A. The Playing Self:person and meaning in the planetary society[M]. Cambridge:Cambridge University Press,1996.
[10]Pacchter, C.& Head, J. Gender, identity, status and the body:Life in a marginal subject. Gender and Education,1996,8(1):21-29.
[11]Volkmann, M. J.& Anderson, M. A. A Creating professional identity: Dilemmas and metaphors of a first-year chemistry teacher. Science Education, 1998,32(3):293-310.
[12]陈同军.小学男教师职业认同调查与分析[D].华东师范大学,2006.
[13]丁洁.幼儿教师职业认同及其相关研究[D].上海师范大学,2009.
[14]方文,学科制度和社会认同[M],中国人民大学出版社.2008,5：79.
[15]冯忠良,伍新春,姚梅林,王健敏著.教育心理学[M].高等教育出版社,2010,7.
[16]黄艳.中学体育教师职业承诺的量表编制与现状测查研究[D].福建师范大学,2008.
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[20]金瑜.心理测量[M].华东师范大学出版社,2001：250.
[21]林崇德等.心理学大辞典[M].上海：上海教育出版社,2003：1458.
[22]理查德·克里斯普,里安农·特纳著.赵德雷,高明华译.社会心理学精要[M].北京大学出版社,2008：12.
[23]乐国安.中国社会心理学研究进展[M].天津人民出版社,2004.
[24]乐国安,汪新建.社会心理学理论新编[M].天津人民出版社,2009,1：203.
[25]刘华.社会认同和内群体偏私的关系模型的实证研究[D].陕西师范大学,2008.
[26]龙立荣,方俐洛,凌文辁等.职业承诺的理论与测量.心理学动态,2000,8(4)：39-45.
[27]李艳红.女教师生涯发展研究的现状与展望.外国教育研究,2007(10)：1-5.
[28]李友梅,肖瑛,黄晓春.社会认同：一种结构视野的分析[M].上海人民出版社,2007,10：3.
[29]梅雪雄.SPSS在体育统计中的应用[M].人民体育出版社,2008,9：277.
[30]秦奕.幼儿园教师职业认同结构要素与关键主题研究[D].南京师范大学,2008.
[31]孙钰华.教师职业认同对教师幸福感的影响[J].宁波大学学报(教育科学版),2008,30(5)：71.
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[36]魏淑华.教师职业认同研究[D].西南大学,2008.
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[44]胥兴春.教师工作价值观及其影响效应研究[D].西南大学,2007.
[45]徐新年.湖南省高校体育教师自我职业认同现状的调查与分析[D].湖南师范大学,2006.
[46]凌文辁,方俐洛,白利刚.我国大学生的职业价值观研究.心理学报,1999,31(3)：342-348.
[47]严玉梅.高校教师职业认同、工作满意度与离职意向的关系研究——来自湖南省长沙市高校的调查[D].湖南师范大学,2008.
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[49]张敏.国外教师职业认同与专业发展研究述评[J].比较教育研究,2006,2：77.
[50]张日昇.同一性与青年期同一性地位的研究---同一性地位的构成及其自我测定.心理科学,2000,23(4)：430-434.
[51]曾汉君.教师职业认同感探析[J].新课程研究：职业教育,2008,8：38.
[52]姚建平.消费认同[M].社会科学文献出版社,2006,3：5.
[53]张凤琴.教师职业价值观的理论与实践[D].内蒙古师范大学,2005