【作者】 李敏；

【导师】 代蕊华；

【作者基本信息】 华东师范大学 ， 教育经济与管理， 2015， 博士

【摘要】 “教师工作投入感”指的是教师热爱并享受本职工作,在工作中专注融入、积极探索和乐于奉献的精神状态。在当前的背景下,对中学教师工作投入感的探讨,既回应了国家教育发展的需要和宏观政策的呼唤,也是当前心理学和管理学研究的焦点,更体现了对处于社会转型期的教师职业生存困境的人文关怀。在当前的形势下,建设一支高素质的教师队伍,培养和造就一批教育家,加强教师队伍的师德建设,不仅是国家政策的导向,更是我国教育事业发展的保障。然而,当前我国教师职业生存状况堪忧却是无法回避的客观事实,教师的生理和心理健康状况都不容乐观,大部分教师对工作的满意度很低,职业压力很大,直接影响了教师的工作和生活状态。因此,思考如何让教师快乐健康的开展工作,是探讨教师专业化发展和高素质队伍建设的重要策略之一。近年来,随着积极心理学运动的兴起,出现了很多从提高职业幸福感和培养积极情绪角度出发的心理学和管理学理论,与职业倦怠感研究视角不同的工作投入感理论引起了研究者的关注。因此,在积极心理学思潮和工作投入感理论的影响下,对教师工作状态和职业感受的研究也逐渐从教师的消极情绪体验向积极情绪体验转变,旨在不仅识别教师的积极情绪,还要培养教师的积极心理品质,从而消除工作带来的负面影响,促进教师的心理健康,增强教师的工作满意度和生活幸福感,提高工作绩效,改善组织和社会氛围。因此,对教师工作投入感的研究,将不断挖掘教师工作中的积极情绪体验、改善工作对教师的负面影响、提高教师对工作的积极感受,不仅有利于提高教师的生活、工作质量,帮助其专业成长,而且对学生的学业成就和身心成长都会产生积极影响,进而提高学校的教育质量和国家的整体教育水平,具有重要的现实意义。本研究在充分梳理工作投入感研究脉络的基础上,构建了中学教师工作投入感的研究框架,在此基础上开发了适用于我国国情的《中学教师工作投入感调查问卷》,对我国东、中、西部地区,共45所学校的2185名教师进行了问卷调查,调查结果发现：当前我国中学教师工作投入感的总体状况处于中等偏上水平,并呈现地域、学校类型、教龄、职称、婚姻状况、学历、任教科目等教师个体特征的差异；对教育事业和学生的热爱、对教育理想和人生价值的追求、对社会的责任感和使命感、对自我的要求和获得积极的情感体验是教师工作投入感产生的来源；工作投入感水平越高的教师,其工作绩效水平越高,教师工作投入感与工作绩效之间存在显著的正相关关系；影响教师工作投入感的因素有个人资源因素、工作资源因素和社会资源因素,具体说来,教师个人的内在动机、教学效能感、基于组织的自尊感和乐观主义,教师在工作中获得的领导、同事、学生、家人和家长的人际支持,工作自主性、绩效反馈、职业发展机会、组织公平感和工作环境等,以及收入水平和社会尊师重教的氛围,都会显著影响教师的工作投入感水平。在问卷调查的基础上,结合深度访谈,本研究进一步分析了导致当前我国中学教师工作投入感现状的原因及存在的问题,认为目前教师工作投入感的提高存在着教师职业吸引力、校长人事权和财政权、教师工资待遇和教师发展平台等障碍性因素。因此,本研究从核心价值观、国家政策保障、学校管理效能和教师自我完善四个方面,提出：在践行社会主义核心价值观的基础上,从教育经费筹措机制、校长负责制、教师绩效工资制和教师职称制的完善入手进行政策保障体系的构建；从校长领导力的提升和学校人才选拔制度、培训制度、工作量制度、绩效考核制度和激励制度的健全入手实现学校管理效能的提高；从培养职业热情、提高专业素养、培养乐观心态、寻求帮助和支持入手进行教师职业胜任力的自我升华等提高我国中学教师工作投入感的对策建议,以期为中学教师队伍建设和教育质量的提高提供参考。更多还原

【Abstract】 Teacher work engagement defines that a teacher has deep love for and enjoys the duties of his/her job with a working spiritual condition of integrated concentration, active exploration and volunteering dedication.Within the modern context, the argumentation of secondary schoolteachers’work engagement responds to the needs of national education development and echoes the current change of academic focus within management research area, which also reflects the humane care for the working condition of teachers in social transformation. In this case, to form a group of more qualified teachers, to train a number of educators, as well as strengthening the construction of teaching ethnics, manifests not only the guidance of national policies, but also a guarantee of our country’s educational development. However, it is such an unavoidable fact that the present working condition of teachers in China may be worrying, for a majority of teachers getting low satisfaction with the job and great working pressure, which affects directly their working and living status. Therefore, finding a way to help teachers working happily and healthily is the important way for teacher professional development and high-qualified teachers training. Recently, with the. arising of positive psychology movement, many psychology and management theories on improving professional well-being and developing active emotions emerge. Meanwhile, work engagement, as a contrary to job burnout, raises researchers’attention. Under the influence of active psychology and work engagement theory, research on teachers’ working condition and experience turns from passive emotions to active ones, which intends to not only recognize teachers’ active emotions, but also develop their positive mental characters. It will reduce the negative work impact and develop teachers’ psychological health, work satisfaction, life happiness and their performance, improving the atmosphere of the organization and society. In this case, researches on teacher work engagement will continuously provoke teachers’ active experience, eliminating the negative impact of work and enhancing active feelings, which will raise teachers’quality of life and work, permitting their professional development, having a positive effect on students’ academic achievement as well as physical and mental growth. Its practical significance also embodies the advance of education degree and quality of a school and the whole country.Based on a thorough combing of the development of work engagement, this thesis constructs a research frame of secondary school teachers’work engagement, developing the "Questionnaire on Secondary School Teachers’Work Engagement" adapted to China’s state condition on 2185 teachers in 45 schools in the eastern, middle and western areas of our country. It turns out that currently the thorough condition of secondary school teachers’work engagement is above average, while the individual features differentiate in regions, school types, teaching ages, professional titles, marital status, educational background and subjects. Besides, work engagement is found stemmed from teachers’ love for the career and students, pursuit of education dream and meaning of life, the sense of responsibility and mission on society, self-request and active emotion experience. Work engagement directly relates to the performance- the higher the work engagement, the better performance. The affected factors of work engagement lie in personal, job and social resource, specifically, teachers’personal internal motivation, teaching efficacy, organization-based self-esteem, and optimism, as well as interpersonal support from leaders, colleagues, students and their parents and families. Work objectivity, performance feedback, career development opportunity, organizational justice, working environment, salaries and social respect for teachers also count.On the basis of the survey integrated with in-depth interviews, this research further analyzes the causes of current condition of work engagement in China, and finds out that the improvement of teachers’work engagement is in the strait of profession attraction, principal responsibility system, performance wage system and platform for development. Therefore, on the four perspectives of core values, national policy guarantee, school management efficiency and teacher’s self-improvement, this paper proposes that based on the practice of socialism core values, policy guarantee system should constructed on the enhancement of education fund-raise, principal responsibility, performance wage and professional title; to promote school management efficiency, the boost of principal leadership and strengthened system of talents selection, training, workload, performance evaluation and encouragement should be considered. It also submits countermeasures on increase of secondary school teachers’work engagement in profession competence from career passions, professional accomplishments, optimistic attitude, available support and help, in case to offer reference to the improvement of secondary school teachers’ organization and education quality.更多还原