【作者】 赵娜；

【导师】 邓猛；

【作者基本信息】 华中师范大学 ， 特殊教育， 2009， 硕士

【摘要】 目前我国关于教师教学效能感、工作满意度及职业倦怠的研究尚处于起步阶段,对特殊教师相关三方面的研究更少。本研究采用问卷调查的方式,以武汉市特殊教师为研究对象,对其教学效能感、工作满意度和职业倦怠及其之间的关系进行了系统研究。本研究选取武汉市4所特殊学校104名教师为被试,以MBI职业倦怠问卷、教师工作满意度调查问卷、教学效能感量表为测量工具,通过描述性统计、方差分析、相关分析和回归分析等统计方法对有效数据进行分析处理。研究结果表明:1、特殊教师的总体职业倦怠水平并不严重,工作满意度的总体水平处于中等偏上,教学效能感整体水平较高。2、普通学校与特殊学校教师的比较发现:普通学校教师的去个性化和低个人成就感程度显著高于特殊学校;普通学校教师对工作氛围与工作待遇的满意度均高于特殊教师;特殊学校教师的一般教学效能感和个人教学效能感显著高于普通学校教师。3、性别、职称对特殊教师的职业倦怠均未产生显著的影响;中学教师的情感耗竭水平高于小学教师;聋校教师的整体职业倦怠水平显著高于智障学校,盲校教师的情感耗竭水平显著高于智障学校,聋校与盲校的去个性化水平显著高于智障学校;在整体职业倦怠及其去个性化、低个人成就感维度以教龄为6—10的倦怠程度最为严重;学历为本科的特殊教师的职业倦怠高于其他学历教师,出现了学历越高职业倦怠越严重的状况。4、性别、职称对特殊教师的工作满意度均未产生显著的影响;小学教师在整体工作满意度及其工作氛围、工作本身、工作待遇维度上显著高于中学教师;智障学校教师整体工作满意度及其对工作氛围、工作本身的满意度显著高于盲校和聋校,在工作待遇方面智障学校教师显著高于聋校;教龄为5年及以下的特殊教师对工作的满意度显著高于6—10年的特殊教师。在整体工作满意度及其工作氛围、工作本身、工作对象、工作强度维度上,工作满意度随教龄的变化呈现“U”型曲线变化,以教龄为6—10的满意度最低;中专学历的教师在工作本身方面显著高于本科及以上的教师。5、性别、年级、任教学校、学历、职称对特殊教师的工作满意度均未产生显著的影响;在任教学校变量上,在一般教学效能感方面达到了差异显著的边缘;不同教龄的特殊教师在一般教学效能感方面达到了显著性差异。6、工作满意度与职业倦怠之间存在显著的负相关关系,在各维度的分析上,除工作待遇、工作条件与职业倦怠各维度不存在相关关系外,工作满意度的其余四个维度均与职业倦怠各维度之间存在显著负相关关系;教学效能与工作满意度之间存在显著正相关关系,在各维度的分析上,除工作待遇、工作条件维度与教学效能感各维度不存在相关关系外,其余四个维度均与教学效能感各维度之间存在显著正相关关系;教学效能与职业倦怠之间存在显著负相关关系,在各维度的分析上,教学效能感的各维度与职业倦怠的各维度均存在显著地负相关关系。7、一般教学效能感对特殊教师的工作满意度具有正向预测作用;一般教学效能感和个人教学效能感对特殊教师的职业倦怠三个维度具有负向预测作用;工作本身、工作对象、工作强度的满意度对特殊教师的职业倦怠具有负向预测作用。更多还原

【Abstract】 At present,research on the teaching efficacy,a sense of job satisfaction and job burnout of teachers in our country is still at the initial stage,and studies of the special teachers are much less.This study focused on the relationship of the teaching efficacy, job satisfaction and job burnout of special teachers in Wuhan through a questionnaire. This study selected 104 teachers from four Wuhan special schools were chosen as the subjects,used MBI burnout,teacher job satisfaction,the teaching efficacy questionnaire as tools and then analyzed the data effectively through descriptive statistics,variance analysis,correlation analysis and regression analysis.The results showed that:1.The overall burnout level of special teachers is not serious,the overall level of job satisfaction in the middle,and the overall level of teaching efficacy is higher in the whole.2.The comparison between ordinary school and special school teachers revealed that:the deindividuation and low degree of personal accomplishment of ordinary school teachers were significantly higher than those in special schools;the general work atmosphere and satisfaction with work treatment of ordinary school teachers were higher than the special teachers;the general teaching efficacy and personal teaching efficacy of special school teachers were significantly higher than teachers in ordinary schools.3.Sex,title of the special teachers did not have a significant impact on the special teachers burnout;the emotional exhaustion level of secondary school teachers is higher than of primary school teachers;the overall level of burnout of teachers in the deaf school was significantly higher than the mentally handicapped school,the emotional exhaustion level of teachers in school for the blind was significantly higher than those in mental retardation schools;the deindividuation level of teachers in the deaf and blind schools was significantly higher than those in mental retardation schools;teachers who have worked for 6 to 10 years were most serious in the overall burnout the deindividuation and low personal accomplishment dimensions;the burnout of undergraduate special teachers was higher than teachers with other qualifications,which indicates that the higher burnout degree,the more serious situation.4.Gender,title of the special teachers did not have a significant impact on job satisfaction;the overall satisfaction with the job,working environment,the work itself, and the treatment of primary school teachers were significantly higher than secondary school teachers;the overall satisfaction with job,the work environment and the work itself of retarded school teachers were significantly higher than those in the School for the Blind and deaf,and the overall satisfaction with work treatment of mentally retarded school teachers was significantly higher than teachers in deaf schools;the job satisfaction of special teachers with working ages of 5 years and below was significantly higher than special teachers with 6 to 10 years,the overall job satisfaction and work environment, work itself,the objects of their work,the work intensity and job satisfaction has changed as the "U" curve with the working ages,of which teachers with the 6 to 10 working ages had the lowest satisfaction;the work itself of teachers with vocational qualifications was significantly higher than teachers with the undergraduate qualifications and more.5.Gender,grade,school,education,title of the special teachers did not have a significant impact on the job satisfaction;for variables in their own schools,the general teaching efficacy of the special teachers reached the brink of a significant difference;the special teachers with different working ages achieved a significant difference in the general teaching effectiveness.6.There was a significant negative correlation between a job satisfaction and burnout,and within the analysis of various dimensions,with the exception of no relationship between the work treatment,working conditions and job burnout,a significant negative correlation existing between the remaining four dimensions of the job satisfaction and burnout;a significant correlation existed between teaching efficacy and job satisfaction,and within the analysis of various dimensions,with the exception of no relationship between the work treatment,working conditions and teaching efficacy,a significant positive correlation existed between the remaining four dimensions of the job satisfaction and teaching efficacy;There was a significant negative correlation between the teaching effectiveness and the burnout,and within the analysis of various dimensions, a significant negative correlation existed between dimensions of teaching efficacy and burnout.7.General teaching efficacy played a positive predictive role in the job satisfaction of special teachers;general teaching efficacy and personal teaching efficacy played a negative predictive role in the three dimensions of the special teacher burnout to the forecast;the satisfaction with the work itself,the working objects and the work strength played a negative predictive role in the special teacher burnout.更多还原