本文選題：教師 + 學(xué)校幸福感　； 參考：《魯東大學(xué)》2017年碩士論文

【摘要】：“國家富強(qiáng)、民族振興、人民幸福”是時(shí)代賦予政府的歷史使命。幸福中國,基礎(chǔ)在幸福人生,關(guān)鍵在幸福教育,而幸福教育的基石是幸福學(xué)校。幸福學(xué)校是教育的本質(zhì)特征,也是教育的終極目標(biāo)。提高教師學(xué)校幸福感是建設(shè)幸福學(xué)校、提高學(xué)生學(xué)校幸福感的基礎(chǔ)。本研究采用《教師學(xué)校幸福感量表》,量表包括學(xué)校滿意度、在校正性情感和在校負(fù)性情感三個(gè)分量表。學(xué)校滿意度分量表,包括師生關(guān)系、同事關(guān)系、學(xué)校管理、學(xué)校環(huán)境和本職工作5個(gè)維度。對433位小學(xué)教師進(jìn)行了問卷調(diào)查。結(jié)果顯示:小學(xué)教師學(xué)校幸福感在同事關(guān)系和師生關(guān)系上滿意度較高,較少憤怒、嫉妒、悲哀等負(fù)性情感。在是否班主任、任教學(xué)科、優(yōu)秀情況、自評性格、每周授課課時(shí)差異變量上存在顯著差異。其中,非班主任高于班主任;語文、數(shù)學(xué)教師低于其他教師;隨著被評為優(yōu)秀等級的提高而逐步增強(qiáng);性格外向教師較高;隨著每周授課時(shí)數(shù)的增加而逐步降低。針對數(shù)據(jù)分析的結(jié)果,對問題存在的原因進(jìn)行了分析,提出提高教師學(xué)校幸福感的對策:(一)班主任角度:提高自己的工作協(xié)調(diào)能力;增強(qiáng)預(yù)見性;學(xué)校應(yīng)合理分配班主任工作任務(wù);學(xué)校加強(qiáng)班主任專業(yè)化培訓(xùn)。(二)主科教師:增加主科教師編制;加強(qiáng)主科教師專業(yè)引領(lǐng);回歸教師職業(yè)角色本真。(三)優(yōu)秀教師:教師應(yīng)不斷學(xué)習(xí),提高自身專業(yè)素質(zhì)。(四)性格:改善人際關(guān)系;保持積極心態(tài);提供心理關(guān)懷。(五)授課課時(shí):科學(xué)核定授課課時(shí);加強(qiáng)同事交流合作。(六)學(xué)校應(yīng)努力營造幸福學(xué)校的氛圍。
[Abstract]:"National prosperity, national rejuvenation, people's happiness" is the historical mission entrusted to the government by the times. Happy China is based on happy life, the key is happiness education, and happiness education is the cornerstone of happiness school. Happy school is the essential characteristic of education and the ultimate goal of education. Improving teachers' school happiness is the foundation of constructing happy school and improving students' school happiness. In this study, the teacher School Well-being scale was used, which included three subscales: school satisfaction scale, corrected emotion scale and school negative emotion scale. School satisfaction component table, including teacher-student relationship, colleague relationship, school management, school environment and the five dimensions of their own work. A questionnaire survey was conducted among 433 primary school teachers. The results showed that the school well-being of primary school teachers was more satisfied with their colleagues and teacher-student relationship, and less negative emotions such as anger, jealousy, sadness and so on. There are significant differences in class teacher, subject teaching, excellence, self-assessment personality, weekly class time difference variables. Among them, the non-head teacher is higher than the class teacher; Chinese, mathematics teacher is lower than other teachers; with the improvement of being rated as excellent grade, the character of extroverted teacher is higher; with the increase of teaching hours per week, it is gradually reduced. According to the result of data analysis, this paper analyzes the causes of the problems, and puts forward the countermeasures of improving the happiness of teachers' school: 1) the head teacher's angle: to improve his ability of work coordination, to enhance his foresight; The school should allocate the task of the head teacher reasonably, and strengthen the professional training of the teacher in charge of the class. (2) Teachers: increase the establishment of teachers; strengthen the professional guidance of teachers; return to the true role of teachers. (3) excellent teachers: teachers should keep learning and improve their professional quality. (IV) Personality: improve interpersonal relationships; maintain a positive attitude; provide psychological care. (v) Teaching hours: scientifically approved teaching hours; strengthening the exchange and cooperation of colleagues. Schools should strive to create a happy school atmosphere.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G625.1

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