【作者】 曹志成； 张澜；

【Author】 Zhicheng,Cao;Lan,Zhang;Beijing Normal University,Zhuhai Branch of Graduate School;

【机构】 北京师范大学研究生院珠海分院； 北京师范大学珠海分校教育学院；

【摘要】 目的:为了了解中国中小学一线教师的职业幸福感现状,分析不同因素(省份、学校所在地、性别、民族、年龄段、婚姻状况、学历、教龄、职称)的教师群体的职业幸福感是否存在差异以及这些因素是否与教师的职业幸福感存在联系。方法:采用方便取样的方法以及乔爽编制的《教师职业幸福感问卷》,来自江苏省盐城市、江苏省泰州市、福建省龙岩市、广东省云浮市、广东省茂名市、广东省阳江市、广东省江门市、四川省自贡市、四川省内江市、湖南省怀化市、湖南省长沙市、湖南省湘西土家族苗族自治州、湖北省襄阳市、河南省郑州市、贵州省贵阳市、贵州省铜仁市、贵州省黔东南苗族侗族自治州、陕西省宝鸡市、陕西省渭南市、江西省赣州市、江西省宜春市、天津市、广西壮族自治区百色市、山西省运城市、安徽省安庆市、宁夏回族自治区银川市、宁夏回族自治区吴忠市、辽宁省本溪市、辽宁省沈阳市、河北省张家口市等地超过500所中小学共1279名中小学教师参与了问卷调查,踢除无效数据89份,有效回收率93%。使用用SPSS23.0,采用描述性统计、独立样本t检验、单因素方差分析、相关分析等统计方法对数据进行分析处理。结果:1.总的来说,全国中小学教师职业幸福感平均值为3.69,高于理论中值3,处于中等偏上的水平,75%的中小学教师的职业幸福感的均分为3.93,接近4,可见大部分中小学教师的职业幸福感处于较高的水平。2.就教师职业幸福感各因子均分而言,情感支持因子、工作认可、成就显示均分都高于理论中值3,处于较高的水平;然而,工作吸引力因子均分为2.04,低于理论中值3,处于较低的水平。对于职业幸福感的四个维度来说,情感支持维度分数最高,其次是成就显示,再次是工作认可,而工作吸引力维度的分数相对最低,并与其他三个维度相差较大。3.男教师与女教师在工作吸引力维度方面存在显著差异,在其他维度上不存在显著差异。4.单因素方差分析显示,不同省份、不同学校所在地、不同年龄段、不同婚姻状况、不同学历、不同教龄、不同职称的中小学教师的职业幸福感均分具有显著差异(P<0.05),而不同性别、不同民族的中小学教师的职业幸福感均分差异不显著(P<0.05)。5.双变量相关分析显示,省份与幸福感总均分与各维度均分具有显著的相关性;年龄段、婚姻状况、教龄、职称与职业幸福感均分与情感支持均分、成就显示均分均具有显著相关性(P<0.01)。结论:1.中国中小学教师的职业幸福感处于中等偏上的水平。2.不同省份、不同学校所在地、不同年龄段、不同婚姻状况、不同学历、不同教龄、不同职称的中小学教师的职业幸福感均分具有显著差异(P<0.05)。3.省份、年龄段、婚姻状况、教龄、职称与职业幸福感总均分与情感支持均分、成就显示均分具有显著相关性(P<0.01)更多还原

【Abstract】 Objective: Understanding China’s primary and secondary school teachers’ professional happiness’ s status quo and analyzing whether there are difference and link between different factors,including province, school location, gender, nationality, age, marital status, educational background, teaching age and professional title. Methods: Adopting convenient sampling method and teachers’ occupational happiness questionnaire made by Qiao Shuang. The respondents come from Jiangsu province,Fujian province,Guangdong province,Sichuan province,Hunan province,Hubei province,Henan province, Guizhou province,Shaanxi province,Jiangxi province,Tianjin city, Guangxi zhuang autonomous region,Shanxi Province, Anhui province,Ningxia hui autonomous region,Liaoning province and Hebei province. Total of 1,279 primary and secondary school teachers from more than 500 primary and secondary schools had participated in the questionnaire survey.89 invalid data are delated and the effectiverecovery rate is 93%. IBM SPSS23.0 was used to analyze and process data by descriptive statistics, independent sample t test, one-way anova, correlation analysis and other statistical methods. Results: 1.In general, the average occupational happiness of primary and secondary school teachers in China is 3.69, higher than the theoretical median value of 3 and above the average level. 75% of primary and secondary school teachers’ occupational happiness mean is 3.93 and nearly 4, indicating that the occupational happiness of most primary and secondary school teachers is at a high level. 2.As far as the average score of all factors of teachers’ occupational happiness is concerned, the average score of emotional support factor, job recognition and achievement display is higher than the theoretical median of 3, which is at a high level.However, the job attractiveness factors mean is 2.04, lower than the theoretical median value of 3 and at a lower level.For the four dimensions of occupational happiness, the score of emotional support dimension is the highest, followed by achievement display and job recognition, while the score of job attractiveness dimension is relatively the lowest, which is quite different from the other three dimensions. 3.There are significant differences between male and female teachers in job attractiveness dimensions, but no significant differences in other dimensions. 4.one-way anova showed that different provinces and school location, different ages, different marital status, different degree, different teaching age and professional titles of primary and secondary school teachers’ have significant difference in professional happiness mean(P < 0.05), while different gender, different nationality of primary and secondary school teachers vocational happiness mean have no significant difference(P < 0.05). 5.The two-variable correlation analysis shows that there is a significant correlation between provinces, marital status, educational age, professional title and the average score of occupational happiness and its average score of four dimensions(P<0.01). Conclusion: 1. The occupational happiness of primary and secondary school teachers in China is above average. 2. There were significant differences in the average occupational happiness score of primary and secondary school teachers of different provinces, different school locations, different age groups, different marital status, different educational background, different educational age and different professional titles(P<0.05). 3. there is a significant correlation between provinces, marital status, educational age, professional title and the average score of occupational happiness and its average score of four dimensions(P<0.01).更多还原