初任教師入職適應(yīng)特點(diǎn)及其影響因素研究
發(fā)布時(shí)間：2018-08-21 10:35
【摘要】： 近年來(lái),初任教師的入職適應(yīng)問(wèn)題受到各方關(guān)注,已成為教師教育研究的一個(gè)重要領(lǐng)域。已有研究中,入職適應(yīng)的研究對(duì)象主要是中、小學(xué)教師,對(duì)幼兒教師的研究尚不多見(jiàn)。因此對(duì)幼兒園初任教師入職適應(yīng)的研究能夠幫助我們更好地理解初入職場(chǎng)的幼兒教師所面臨的、其特有的適應(yīng)問(wèn)題,豐富學(xué)前領(lǐng)域有關(guān)初任教師的理論,完善初任教師培訓(xùn)、管理和激勵(lì)體制的理論研究。 本研究自行編制了《幼兒園初任教師入職適應(yīng)影響因素問(wèn)卷》,對(duì)上海市幼兒園162名初任教師進(jìn)行了調(diào)查。通過(guò)因素分析、方差分析和獨(dú)立樣本檢驗(yàn),對(duì)初任教師的入職適應(yīng)特點(diǎn)及其影響因素進(jìn)行了分析和討論,得出以下結(jié)論: (1)本研究發(fā)現(xiàn)幼兒園初任教師的入職適應(yīng)特點(diǎn)與其教育背景、經(jīng)歷等個(gè)體內(nèi)在因素以及人際關(guān)系、園所文化等外部客觀因素密不可分。主要表現(xiàn)在六個(gè)方面,分別是自我調(diào)適;職業(yè)認(rèn)同;教師合作;職位晉升;人際關(guān)系;園所文化。 (2)上海市幼兒園初任教師入職適應(yīng)的總體情況一般,具體特點(diǎn)如下:總體上,1-2年教齡組的入職業(yè)適應(yīng)水平最高,1年以下教齡組最低,兩個(gè)教齡組之間的差異顯著。在入職適應(yīng)維度上,各教齡組在“職業(yè)認(rèn)同”和“園所文化”上的差異最為顯著。在“職業(yè)認(rèn)同”上,1-2年教齡組的入職業(yè)適應(yīng)水平最高,1年以下教齡組最低。在“園所文化”上,2年以上教齡組的入職業(yè)適應(yīng)水平最高,1年以下教齡組最低。入職適應(yīng)水平在1-2年教齡組呈現(xiàn)轉(zhuǎn)折,表明這一階段是初任教師的入職適應(yīng)關(guān)鍵期。 (3)上海市幼兒園初任教師入職適應(yīng)的個(gè)體因素呈現(xiàn)如下規(guī)律:行健與華師大、上師大、其他學(xué)校皆有顯著差異,其中行健與華師大的差異最顯著。本科與�？频牟町愶@著。示范園與一級(jí)園、二級(jí)園有顯著差異,其中示范園與二級(jí)園的差異比較顯著。班長(zhǎng)入職適應(yīng)的總體水平高于一般教師。公辦幼兒園教師的入職適應(yīng)水平并沒(méi)有高于民辦幼兒園,差異不顯著。 本研究旨在結(jié)合數(shù)據(jù)分析和現(xiàn)實(shí)情況,從初任教師的入職教育、自我調(diào)適、園所文化、教師評(píng)價(jià)等方面,提出若干有助于初任教師入職適應(yīng)的合理建議,幫助處于入職適應(yīng)階段的幼兒教師盡快地轉(zhuǎn)變身份角色、適應(yīng)職業(yè)生活、勝任崗位要求、實(shí)現(xiàn)專業(yè)成長(zhǎng)。
[Abstract]:In recent years, the adaptation of new teachers has been concerned by all parties and has become an important field of teacher education research. In the previous studies, the primary and middle school teachers are the main subjects of study on induction adaptation, but the research on preschool teachers is still rare. Therefore, the study on the induction of kindergarten teachers can help us better understand the unique adaptation problems faced by kindergarten teachers, enrich the theory of preschool teachers, and improve the training of new teachers. The theoretical study of management and incentive system. In this study, a questionnaire on the factors affecting the initial teachers' adaptation was compiled, and 162 new teachers in Shanghai kindergartens were investigated. By means of factor analysis, variance analysis and independent sample test, this paper analyzes and discusses the characteristics and influencing factors of initial teachers' induction. The main conclusions are as follows: (1) it is found that the characteristics of the initial kindergarten teachers' entry adaptation are closely related to their educational background, experience and other internal factors as well as external objective factors such as interpersonal relationships, garden culture and so on. It is mainly manifested in six aspects, namely self-adjustment, professional identity, teacher cooperation, job promotion, interpersonal relationship, garden culture. (2) the general situation of initial kindergarten teachers' entry adaptation in Shanghai is general. The specific characteristics are as follows: in general, the level of occupational adaptation was the highest in the teaching age group in 1-2 years, the lowest in the teaching age group under one year, and the difference between the two teaching age groups was significant. In the orientation dimension, the most significant differences were in the occupational identity and the garden culture among the teaching age groups. The occupational adaptation level was the highest in 1-2 years teaching age group, and the lowest in less than 1 year teaching age group. In "Yuan Institute Culture", the group with more than 2 years of teaching age had the highest level of occupational adaptation, and the group with less than one year of teaching age had the lowest level of occupational adaptation. The level of induction adaptation in 1-2 years of teaching age group showed a turning point, It shows that this stage is the key period for the initial teachers to adapt to the new job. (3) the individual factors of the entry adaptation of Shanghai kindergarten teachers are as follows: there are significant differences between Xingjian and Hua normal University, and other schools. Among them, the difference between Xingjian and Hua normal University is the most significant. The difference between undergraduate and specialty is significant. There were significant differences between the demonstration garden and the first class garden and the second class garden, among which the difference between the demonstration garden and the second class garden was significant. The overall level of the class leader's entry adaptation is higher than that of the general teacher. There is no significant difference between the teachers of public kindergartens and private kindergartens. The purpose of this study is to put forward some reasonable suggestions to help the initial teachers adapt to the new job from the aspects of starting education, self-adjustment, garden culture, teacher evaluation and so on, based on the analysis of data and the actual situation. Help preschool teachers in the stage of induction to change their identity roles, adapt to professional life, meet job requirements, and realize professional growth as soon as possible.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：G615
本文編號(hào)：2195433
[Abstract]:In recent years, the adaptation of new teachers has been concerned by all parties and has become an important field of teacher education research. In the previous studies, the primary and middle school teachers are the main subjects of study on induction adaptation, but the research on preschool teachers is still rare. Therefore, the study on the induction of kindergarten teachers can help us better understand the unique adaptation problems faced by kindergarten teachers, enrich the theory of preschool teachers, and improve the training of new teachers. The theoretical study of management and incentive system. In this study, a questionnaire on the factors affecting the initial teachers' adaptation was compiled, and 162 new teachers in Shanghai kindergartens were investigated. By means of factor analysis, variance analysis and independent sample test, this paper analyzes and discusses the characteristics and influencing factors of initial teachers' induction. The main conclusions are as follows: (1) it is found that the characteristics of the initial kindergarten teachers' entry adaptation are closely related to their educational background, experience and other internal factors as well as external objective factors such as interpersonal relationships, garden culture and so on. It is mainly manifested in six aspects, namely self-adjustment, professional identity, teacher cooperation, job promotion, interpersonal relationship, garden culture. (2) the general situation of initial kindergarten teachers' entry adaptation in Shanghai is general. The specific characteristics are as follows: in general, the level of occupational adaptation was the highest in the teaching age group in 1-2 years, the lowest in the teaching age group under one year, and the difference between the two teaching age groups was significant. In the orientation dimension, the most significant differences were in the occupational identity and the garden culture among the teaching age groups. The occupational adaptation level was the highest in 1-2 years teaching age group, and the lowest in less than 1 year teaching age group. In "Yuan Institute Culture", the group with more than 2 years of teaching age had the highest level of occupational adaptation, and the group with less than one year of teaching age had the lowest level of occupational adaptation. The level of induction adaptation in 1-2 years of teaching age group showed a turning point, It shows that this stage is the key period for the initial teachers to adapt to the new job. (3) the individual factors of the entry adaptation of Shanghai kindergarten teachers are as follows: there are significant differences between Xingjian and Hua normal University, and other schools. Among them, the difference between Xingjian and Hua normal University is the most significant. The difference between undergraduate and specialty is significant. There were significant differences between the demonstration garden and the first class garden and the second class garden, among which the difference between the demonstration garden and the second class garden was significant. The overall level of the class leader's entry adaptation is higher than that of the general teacher. There is no significant difference between the teachers of public kindergartens and private kindergartens. The purpose of this study is to put forward some reasonable suggestions to help the initial teachers adapt to the new job from the aspects of starting education, self-adjustment, garden culture, teacher evaluation and so on, based on the analysis of data and the actual situation. Help preschool teachers in the stage of induction to change their identity roles, adapt to professional life, meet job requirements, and realize professional growth as soon as possible.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：G615
【引證文獻(xiàn)】
相關(guān)碩士學(xué)位論文 前7條
1 駱麗娟;影響新教師職業(yè)適應(yīng)的幼兒園環(huán)境因素分析[D];西南大學(xué);2011年
2 陸翡翡;中學(xué)新入職地理教師課堂教學(xué)適應(yīng)性的現(xiàn)狀研究[D];陜西師范大學(xué);2011年
3 張慧麗;烏魯木齊市小學(xué)新教師教學(xué)適應(yīng)研究[D];新疆師范大學(xué);2011年
4 陳婧婷;小學(xué)初任教師入職適應(yīng)的社會(huì)支持研究[D];天津師范大學(xué);2012年
5 陳松松;漢語(yǔ)教師志愿者入職階段適應(yīng)研究[D];山東大學(xué);2012年
6 龐柏;初任教師學(xué)科教學(xué)知識(shí)（PCK）發(fā)展研究[D];上海師范大學(xué);2012年
7 李菊花;朝鮮族小學(xué)教師職業(yè)適應(yīng)研究[D];延邊大學(xué);2012年
，本文編號(hào)：2195433
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