中小学体育教师胜任特征模型的构建与检验
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摘要
近年来,胜任特征及其理论与应用已经引起国内外学者的广泛关注,甚至众多的管理者将其作为人力资源管理的重要工具,以致于众多的研究者和管理者提出了基于胜任特征的人力资源管理。在此背景下,国内学者围绕教师的职业特征对教师特别是中小学教师的胜任特征进行了探讨,取得了大量的研究成果。但是,中小学体育教师与其它学科的教师相比,在工作对象的特殊性和工作本身特征等方面有着诸多特殊性,决定了现有的中小学其它学科教师的胜任特征模型和高校体育教师的胜任特征模型对于中小学体育教师而言,缺乏针对性和可操作性。为探讨和检验中小学体育教师的胜任特征模型,本研究采用德尔菲、问卷调查、行为事件访谈和实验等研究方法对中小学体育教师胜任特征研究过程使用的测评工具、中小学体育教师胜任特征的内容与结构进行了探讨,并结合实验对中小学体育教师胜任特征模型的绩效预测效果进行了验证。
通过实施,本研究结论如下：
(1)中小学体育教师的工作绩效包括任务绩效、关系绩效和学习绩效三个因子,计31项指标；通过使用《中小学体育教师工作绩效调查问卷》可以对不同绩效水平的中小学体育教师进行有效区分。
(2)中小学体育教师的胜任特征模型就是基于中小学体育教师工作情景的,由个体的动机、特质、自我形象、态度或价值观、专业知识、教学技能和认知等所构成的,能判断一个教师能否胜任中小学体育教学工作并最终促成其产生优秀工作绩效的各种个体特征的集合。包括教学知能、职业素养、专业发展、个人效能、社会适应和学生观念六个因子,计51个指标,是一组更侧重于兼顾理论通约性、实践验证性和可操作性的个体特征,突出了专业性的特点；通过检验证明,中小学体育教师胜任特征模型具有良好结构效度和效标关联效度。
(3)通过对胜任特征模型包含的内容及进行培训,能显著提高中小学体育教师的工作绩效,实践证明,中小学体育教师胜任特征模型具有良好的绩效预测力。
(4)基于胜任特征的中小学体育教师培训可以有针对性地制定教师培训与发展规划,确定与工作绩效密切相关的培训内容,提高中小学体育教师参与培训的主动性,确保培训的有效性。基于胜任特征的中小学体育教师培训可以体现中小学体育教师培训与开发的一致性,最终实现胜任特征研究与中小学体育教师人力资源管理实践中其它模块的有效衔接。
In recent years, competency and its theory and application has caused wide attention of scholars at home and abroad, and even many managers consider it as an important tool in human resource management, which caused many researchers and managers put forward human resource management based on competency. In this context, the domestic scholars discussed a lot on teacher's professional characteristics, especially on the competencies of the primary and secondary school teachers, and made a lot of achievements. However, compared with teachers in other subjects, the object P.E. teachers working with and the work itself were both particular, which decided neither the existing competency models of primary and secondary school teachers nor the ones of university P.E. teachers were pertinent and operable with primary and secondary school P.E. teachers. With the purpose of exploring the primary and secondary schools P.E. teachers' competency model, the Delphi, questionnaire survey, behavior event interview and experimental research were used to determine the assessment tools used in the research process, and the content and structure of P.E. teachers' competencies. The competency model's effectiveness of performance prediction was finally verified by experiment results.
The conclusions are as follows:
Firstly, The primary and secondary school P.E. teachers' work performance including mission performance, relationship performance and learning performance of three dimensions, plan and indicators; Different levels of P.E. teachers performance could be effectively distinguished through the use of the primary and secondary school PE teachers' work performance questionnaire.
Secondly, The primary and secondary school P.E. teachers' competence character model is a collection of individual characteristics such as individual motive, characteristics, self-image, attitudes or values, professional knowledge, teaching skills and cognitive etc., which is based on the P.E. teachers' work scene and used to judge whether a P.E. teacher is competent or not, and to make P.E. teachers excellent work performances. The model includes six dimensions as teaching knowledge, professional quality, professional development, personal effectiveness, social adjustment and student concept. It consists of51indexes, which is a group of individual characteristics lay particular emphasis on theory commensurability, practice verification and operability, has highlighted the professional characteristics. The result of this research shows that, the primary and secondary school P.E. teachers' competence characteristics model has good construct validity and criterion related validity.
Thirdly, Work performance of the P.E. teachers in primary and secondary schools can be significantly improved by training on competent characteristics. It has been found that, primary and middle school P.E. teachers' competence characteristics model can predict performance.
Finally, The primary and secondary school P.E. teacher training based on competence characteristics could make pointed references on formulating plans of teacher training and development, determining training content closely related to work performance, stimulating the primary and secondary school P.E. teachers'initiative to participate in the training, to ensure the effectiveness of the training. It reflects the consistency of the training and development of primary and secondary school P.E. teachers, and it can finally make effective connection between competence research and other human resource management practices on P.E. teachers in primary and middle schools.
通过实施,本研究结论如下：
(1)中小学体育教师的工作绩效包括任务绩效、关系绩效和学习绩效三个因子,计31项指标；通过使用《中小学体育教师工作绩效调查问卷》可以对不同绩效水平的中小学体育教师进行有效区分。
(2)中小学体育教师的胜任特征模型就是基于中小学体育教师工作情景的,由个体的动机、特质、自我形象、态度或价值观、专业知识、教学技能和认知等所构成的,能判断一个教师能否胜任中小学体育教学工作并最终促成其产生优秀工作绩效的各种个体特征的集合。包括教学知能、职业素养、专业发展、个人效能、社会适应和学生观念六个因子,计51个指标,是一组更侧重于兼顾理论通约性、实践验证性和可操作性的个体特征,突出了专业性的特点；通过检验证明,中小学体育教师胜任特征模型具有良好结构效度和效标关联效度。
(3)通过对胜任特征模型包含的内容及进行培训,能显著提高中小学体育教师的工作绩效,实践证明,中小学体育教师胜任特征模型具有良好的绩效预测力。
(4)基于胜任特征的中小学体育教师培训可以有针对性地制定教师培训与发展规划,确定与工作绩效密切相关的培训内容,提高中小学体育教师参与培训的主动性,确保培训的有效性。基于胜任特征的中小学体育教师培训可以体现中小学体育教师培训与开发的一致性,最终实现胜任特征研究与中小学体育教师人力资源管理实践中其它模块的有效衔接。
In recent years, competency and its theory and application has caused wide attention of scholars at home and abroad, and even many managers consider it as an important tool in human resource management, which caused many researchers and managers put forward human resource management based on competency. In this context, the domestic scholars discussed a lot on teacher's professional characteristics, especially on the competencies of the primary and secondary school teachers, and made a lot of achievements. However, compared with teachers in other subjects, the object P.E. teachers working with and the work itself were both particular, which decided neither the existing competency models of primary and secondary school teachers nor the ones of university P.E. teachers were pertinent and operable with primary and secondary school P.E. teachers. With the purpose of exploring the primary and secondary schools P.E. teachers' competency model, the Delphi, questionnaire survey, behavior event interview and experimental research were used to determine the assessment tools used in the research process, and the content and structure of P.E. teachers' competencies. The competency model's effectiveness of performance prediction was finally verified by experiment results.
The conclusions are as follows:
Firstly, The primary and secondary school P.E. teachers' work performance including mission performance, relationship performance and learning performance of three dimensions, plan and indicators; Different levels of P.E. teachers performance could be effectively distinguished through the use of the primary and secondary school PE teachers' work performance questionnaire.
Secondly, The primary and secondary school P.E. teachers' competence character model is a collection of individual characteristics such as individual motive, characteristics, self-image, attitudes or values, professional knowledge, teaching skills and cognitive etc., which is based on the P.E. teachers' work scene and used to judge whether a P.E. teacher is competent or not, and to make P.E. teachers excellent work performances. The model includes six dimensions as teaching knowledge, professional quality, professional development, personal effectiveness, social adjustment and student concept. It consists of51indexes, which is a group of individual characteristics lay particular emphasis on theory commensurability, practice verification and operability, has highlighted the professional characteristics. The result of this research shows that, the primary and secondary school P.E. teachers' competence characteristics model has good construct validity and criterion related validity.
Thirdly, Work performance of the P.E. teachers in primary and secondary schools can be significantly improved by training on competent characteristics. It has been found that, primary and middle school P.E. teachers' competence characteristics model can predict performance.
Finally, The primary and secondary school P.E. teacher training based on competence characteristics could make pointed references on formulating plans of teacher training and development, determining training content closely related to work performance, stimulating the primary and secondary school P.E. teachers'initiative to participate in the training, to ensure the effectiveness of the training. It reflects the consistency of the training and development of primary and secondary school P.E. teachers, and it can finally make effective connection between competence research and other human resource management practices on P.E. teachers in primary and middle schools.
引文
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