高中教师社会支持特点及与职业承诺的关系  

The Characteristics of the Social Support of Senior High School Teachers and Its Relationship with Their Occupational Commitment

作　　者：刘在花[1] 

机构地区：[1]中国教育科学研究院心理与特殊教育研究中心,北京100088

出　　处：《中国特殊教育》2012年第1期69-73,共5页Chinese Journal of Special Education

基　　金：全国教育科学"十二五"规划2011年度教育部青年课题"在职研究生学习倦怠调查研究"(课题批准号:EJA110400)成果之一

摘　　要：采用问卷法对198名高中教师的研究表明:高中教师社会支持在学校、任教年级和每周授课数量方面存在显著差异。来源于学生、学生家长、同事、校领导、家人和朋友的社会支持能够显著解释或预测高中教师职业承诺,实际支持能够显著影响高中教师职业承诺。要为教师提供更多的社会支持,以便提高教师职业承诺水平。This article, by using questionnaires, conducts a survey of 198 teachers from senior high schools. The results show that the social support of these teachers differs significantly in their schools, their students in different grades, and the amount of lectures they give each week. The social support from students and their parents, school leaders, and the teachers＇ colleagues, families and friends can significantly interpret or predict the teachers＇ occupational commitment, and practical support can have a significant effect on their occupational commitment. More social support is supposed to be rendered to the teachers in order to improve their occupational commitment.

关 键 词：高中教师 社会支持 职业承诺 

分 类 号：G45[文化科学—教育学]