【作者】 张丹；

【导师】 朱德全；

【作者基本信息】 西南大学 ， 课程与教学论， 2021， 硕士

【摘要】 当前,受特定语境和组织环境影响,我国中小学教师兼任行政职务的“双肩挑”现象普遍存在。因而,处于中间层管理岗位的“双肩挑”教师,常常接受来自不同群体对其“教师”与“管理者”双重角色期待,而双重角色期待的模糊性、冲突性以及过量性使其在角色扮演过程中产生角色压力,影响身心健康发展,理应引起学界的关注与重视。查阅文献,学者们对角色压力的研究既涉及角色压力内涵、角色压力构成等理论研究,亦包括不同领域不同对象角色压力实际状况的调查研究,研究内容逐渐丰富化和体系化,研究工具也日趋成熟,为本研究奠定了良好的理论基础。然而,已有研究却较少关注中小学“双肩挑”教师工作压力,特别是由双重角色扮演产生的角色压力,由此成为本研究的创新之处和价值所在。根据“角色情节理论”,在组织环境中,角色接收者常常面临着不同角色发送者传递的角色期望,而不同角色期望的模糊性、冲突性以及过量性使个体在角色扮演过程中极容易产生焦虑感,即为角色压力。同时,在一个闭环互动过程中,组织因素、性格特征以及人际关系等都会影响角色发送者与角色接收者对角色期望的理解,使得不同个体面临的角色压力呈现差异化特征。由此出发,本研究主要从角色压力的三维结构出发,探析“双肩挑”教师角色压力具体表征,并了解个体角色压力的变化特征,以期全面了解“双肩挑”教师角色压力现实状况。同时,以角色压力形成机制为切入点,深入挖掘“双肩挑”教师角色压力形成诱因与影响因素,为缓解“双肩挑”教师角色压力提供参考依据。基于“‘双肩挑’教师角色压力现实状况”这一研究问题,本研究主要采用质性研究范式,旨在通过走进研究者的世界,倾听个体内心真实感受,并在解构和重构话语材料中对个体行为建立“情景化”和“主体间”的意义性解释。为此,本研究主要采取C中学“双肩挑”教师作为研究样本,开展“三步走”策略:首先,走入研究现场,参与实际工作。新学伊始,研究者以实习生的身份进入C中学,在参与完成分配给“双肩挑”教师工作任务同时也积极与各位“双肩挑”教师沟通交流,了解他们内在感受与心声,形成“双肩挑”教师角色压力的访谈提纲。其次,确定研究对象,开展深度访谈。当熟悉现场后,研究者根据研究问题选定研究对象,着重观察研究对象的工作生活,并用自编的访谈提纲对符合研究条件的“双肩挑”教师进行深度访谈。最后,收集整理资料,分析呈现结果。当访谈资料达到饱和后,研究者借助Nvivo.11对资料进行三重编码,并基于压力交互理论构建“双肩挑”教师角色压力演化模型,以丰富角色压力理论研究。聚焦于“是何”“为何”“如何”研究思路,本研究有以下发现:首先,“双肩挑”教师角色压力水平整体偏大,且主要来自“管理者”角色扮演产生的压力。究其原因,由于是从业务能力突出的专任教师提拔而来,“双肩挑”教师在教育教学方面显得游刃有余,较少面临教学方面压力。相反,由于刚接触行政管理事务,“双肩挑”教师需要不断摸索学习,面临“不确定性”工作压力。其次,“双肩挑”教师角色压力表现为角色模糊、角色冲突以及角色负荷三方面,以角色负荷为主,角色冲突次之。其中,角色负荷包括由双重角色实践下带来的超额工作“量”负荷和由于自身能力不足难以应对繁杂工作的“质”负荷;角色冲突既包括由“教师”和“管理者”角色扮演带来的角色内冲突,也包括双重角色带来的角色间冲突;角色模糊主要包括角色本身带来的工作内容模糊和外界赋予模糊性的角色期望。再次,“双肩挑”教师角色压力具有时间性、阶段性以及情境性等变化特征。其中,时间性主要指“双肩挑”教师的角色压力水平和类型会随着任职时间长短而存在差异;阶段性主要指“双肩挑”教师在完成某项具体任务时心理状态会出现不同层次变化;情境性即“双肩挑”教师会在不同情景条件下面临不同程度大小和类型的角色压力。最后,“双肩挑”教师角色压力形成诱因可归结为社会、组织以及个体三方面,每一种因素相互作用影响,致使或缓解“双肩挑”教师角色压力。其中,社会因素涉及时代环境改变、教师职业特性以及考核评价体系;组织因素包括组织结构、领导方式以及管理机制等;个体因素则涉及人口统计学变量以及性格特征变量等。结合研究发现,本研究提出以下建议:首先,建立规则体系,加强角色规范。即政府及学校应出台相应方案,明确“双肩挑”教师职责,并制定科学合理的选用、考核与激励标准和体系,在促进“双肩挑”教师利用制度权威更好开展工作同时方便组织成员对其进行监督与评价。其次,实施人性管理,营造和谐氛围。即学校应以“文化育人,活动聚人,榜样带人”为思路,通过规范组织结构、完善管理机制、深化干部培养以及加强上下关系等为“双肩挑”教师营造舒适的工作环境。最后,深化角色认识,树立良好心态。即个体应该在思想意识上做好准备,积极组织角色学习,使自己的行为符合角色权利、义务以及行为规范,实现双重角色顺利转化。更多还原

【Abstract】 At present,due to the influence of specific context and organizational environment,the phenomenon of "double-shoulder-task" of teachers in primary and secondary schools in China is widespread.In particular,concurrent administrative teachers in middle management positions often accept the expectation of their dual roles of "teacher" and "manager" from different groups.The ambiguity,conflict and excessive expectation of dual roles make them exert role pressure in the process of role playing,which affects the healthy development of body and mind,and should be paid attention to by the academic circles.Looking up the literature,scholars’ research on role stress involves not only theoretical research on the connotation and composition of role stress,but also empirical research on the actual patterns of role stress in different fields and objects.The research contents are gradually enriched and systematized,and the research tools are becoming more and more mature,which lays a good theoretical foundation for carrying out this research.However,the existing studies have paid little attention to the work pressure of concurrent administrative teachers in primary and secondary schools,especially the role pressure caused by dual role play,which has become the innovation and value of this study.According to the "role plot theory",in the organizational environment,role receivers are often faced with role expectations transmitted by different role senders,and the fuzziness,conflict and excess of different role expectations make individuals feel anxious in the process of role playing,which is role pressure.At the same time,in a closed-loop interaction process,organizational factors,personality characteristics and interpersonal relationships will affect the understanding of role expectations by role senders and role receivers,which makes the role pressures faced by different individuals show different characteristics.From this point of view,this study mainly starts from the threedimensional structure of role pressure,presents the reality of concurrent administrative teachers’ role pressure,and understands the changing characteristics of individual role pressure,in order to fully understand the reality of concurrent administrative teachers’ role pressure.At the same time,starting from the formation mechanism of role pressure,this paper explores the causes and influencing factors of concurrent administrative teachers’ role pressure,and provides reference basis for relieving concurrent administrative teachers’ role pressure.Combined with the research problem of "the reality of teachers’ role stress",this research mainly adopts the qualitative research paradigm,aiming at listening to the real inner feelings of individuals by entering the researcher’s world,and establishing "situational" and "intersubjectivity" meaning explanations for individual behaviors in deconstructing and reconstructing discourse materials.Therefore,this study mainly takes concurrent administrative teachers in C Middle School as research samples and carries out the "three-step" strategy: First,walk into the research site and participate in practical work.At the beginning of the new school,the researcher entered C Middle School as an intern,participated in completing the tasks assigned to the concurrent administrative teachers,and actively communicated with all the concurrent administrative teachers,listening to their inner feelings and aspirations,and forming an outline of concurrent administrative teachers’ role stress prevention.Secondly,determine the research objects and conduct in-depth interviews.After getting familiar with the scene,the researcher selects the research object according to the research questions,focuses on observing in the work and life of the research object,and conducts in-depth interviews with the teachers who meet the research conditions with the self-made interview outline.Finally,collect and collate the data,analyze and present the results.When the interview data are saturated,the researchers triple-coded the data with the help of Nvivo.11,and built a concurrent administrative teacher role stress evolution model based on the stress interaction theory to enrich the research on role stress theory.Focusing on the research ideas of "What","Why" and "How",this study has the following findings: First,the pressure level of concurrent administrative teachers is generally too high,and mainly comes from the pressure of "manager" role playing.The reason is that concurrent administrative teachers are promoted from full-time teachers with outstanding professional ability,they seem to be comfortable in education and teaching,and face less pressure in teaching.On the contrary,due to the new contact with administrative affairs,concurrent administrative teachers need to constantly explore and learn,and face the pressure of "uncertainty".Second,concurrent administrative teachers’ role pressure is concentrated in three aspects: role ambiguity,role conflict and role load,with role load as the main factor and role conflict as the second.Among them,role load includes excessive work "quantity" load brought by dual role practice and "quality" load which is difficult to cope with complicated work due to lack of self-ability.Role conflicts include both intra-role conflicts brought by the identities of "teacher" and "manager",and conflicts between two roles.Role ambiguity mainly includes job ambiguity brought by role itself and role expectation given ambiguity by the outside world.Third,concurrent administrative teachers’ role pressure has different characteristics such as time,stage and situation.Among them,temporal characteristics mainly means that the role stress level and type of concurrent administrative teachers will vary with the length of service.Stage characteristics mainly mean that the psychological state of concurrent administrative teachers will change at different levels when they complete a specific task.Situational characteristics mainly mean that concurrent administrative teachers will face different degrees and types of role pressure in different situations.Forth,the influencing factors of concurrent administrative teachers’ role pressure can be attributed to three aspects: society,organization and individual,and each factor interacts with each other to cause or alleviate the concurrent administrative teachers’ role pressure.Among them,the social factors involve the change of the times environment,the professional characteristics of teachers and the selection and evaluation system.Organizational factors include organizational structure,leadership style and management system.Besides,Individual factors involve demographic variables and personality characteristics.Based on the research findings,this study puts forward the following suggestions:First,form a standard system and strengthen role standardization.That is to say,the government and schools should introduce corresponding suggestions to clarify the responsibilities of the concurrent administrative teachers,and formulate scientific and reasonable standards and systems for specialized selection,assessment and incentive,so as to make it clear that the concurrent administrative teachers can use the authority of the system to carry out their work better and facilitate the organization members to supervise and evaluate them.Secondly,implement human nature management and create a harmonious atmosphere.That is to say,the school should take "educating people through culture,gathering people through activities,leading people by example" as the train of thought,and create a comfortable working environment for concurrent administrative teachers by standardizing organizational structure,improving management mechanism,deepening cadre training,and strengthening up-and-down relations.Finally,deepen the understanding of roles and establish a good attitude.That is to say,individuals should be prepared ideologically,actively organize role learning,and make their behaviors conform to the role rights,obligations and behavioral norms,so as to realize the smooth transformation of dual roles.更多还原