高校教师自我效能感与教师自主发展的关系  

Relationship of college teachers' self-efficacy level and their self-development

作　　者：张佩秋[1] 陈亚轩[1] 

机构地区：[1]浙江科技学院语言文学学院,杭州310023

出　　处：《浙江科技学院学报》2012年第2期156-160,共5页Journal of Zhejiang University of Science and Technology

基　　金：浙江省教育厅科研计划项目(20080512)

摘　　要：以120名高校教师为研究对象,采用方差分析、相关分析等方法,试图揭示高校教师自我效能感现状及教师自我效能感与教师自主专业发展的关系。结果表明:不同特征教师自我效能感存在差异,重点高校教师和高学历教师有更强的自我效能感;自我效能感各因子与教师自主发展各因子显著相关,是影响教师专业承诺、身心健康等自主发展因素的重要内在推动力。据此,提出了如何促进教师自我信念,使之成为激发教师内在工作潜能最有影响力的主导的建议。The present study takes 120 college teachers as targets and examines college teachers＇ self-efficacy level and its influence on their self-development.The results indicate：teachers from key universities or those with high academic degrees have significantly higher self-efficacy level;Teachers＇ self-efficacy level has significant and positive correlation with their self-development,and it is proved to be an important inherent motive in teachers＇ self-development which may have great impact on teachers＇ professional commitment and physical and mental health.Suggestions on how to promote teacher＇s self-efficacy belief which may hence promote teachers＇ inherent work potential are raised.

关 键 词：自我效能 自主发展 高校教师 

分 类 号：G443[哲学宗教—心理学]