教师人格特质及其对职业成就的影响  

The Impacts of Teachers' Personality Traits on Their Professional Achievements

作　　者：刘丽红[1] 

机构地区：[1]哈尔滨师范大学教育科学学院,哈尔滨150025

出　　处：《心理科学》2009年第6期1462-1464,1429,共4页Journal of Psychological Science

基　　金：黑龙江省教育科学"十一五"规划重大课题(课题编号:XZD0702)资助

摘　　要：本文运用卡特尔16PF对161名教师进行了问卷调查与统计分析,结果表明:教师整体的人格特征表现为幻想性、恃强性、兴奋性、世故性与乐群性,男女教师、重点学校与非重点学校教师在人格的各项特质上无显著差异;中年教师与青年教师在人格的稳定性、有恒性及专业而有成就等方面差异显著;小学教师与中学教师在人格的敏感性与紧张性方面差异显著;不同职称的小学教师在人格的创造力与敏感性方面差异显著;不同职称的中学教师在人格的有恒性与世故性方面差异显著;一般教师与学校管理者或担当管理者角色的教师在人格的自律性方面差异显著;班主任与科任教师在人格的独立性方面差异显著;获奖教师与未获奖教师在人格的敏感性方面差异显著。Cartel＇s 16PF was used to conduct a survey and statistical analysis of 161 teachers in the study. Teachers＇ overall personality traits were found to have five forms： fantasy, aggressiveness, excitement, sophistication and gregariousness; and there is no significant difference in gender and school quality levels. However, there is a significant difference in emotional stability, dutifulness and professional achievement between middle-aged and young teachers, in sensitivity and tension between primary school teachers and secondary school teachers, in openness to change and sensitivity for primary school teachers with different ranks, in dutifulness and introversion for secondary school teachers with different ranks, in perfectionism between the ordinary teachers and the administrative staff or teachers with administrative duty, in independence between teachers in charge of classes and teachers assigned specific teaching topics, and in sensitivity between award-winning teachers and ordinany teachers.

关 键 词：教师 教师人格特质 职业成就 16PF 

分 类 号：G443[哲学宗教—心理学]