初任幼儿园教师入职适应状况及其对职业承诺的影响  

The Adaptation of Beginning Kindergarten Teachers and Its Influence on Their Career Commitment

作　　者：左志宏[1] 席居哲[2] 张明月[1] 

机构地区：[1]华东师范大学学前与特殊教育学院,上海200062 [2]华东师范大学心理与认知科学学院,上海200062

出　　处：《学前教育研究》2013年第10期40-45,63,共7页Studies in Early Childhood Education

基　　金：上海市教育科学研究项目(批准号:B08013)的资助

摘　　要：本研究采用《幼儿园教师入职适应量表》与《幼儿园教师职业承诺量表》,对上海市122名初任幼儿园教师进行调查。结果显示,初任幼儿园教师的入职适应状况处于中等偏下水平,在技能适应、心理适应、人际适应三个方面各有需克服的难题。采用结构方程建模对入职适应之于职业承诺水平的影响作用进行检验,发现入职适应对初任幼儿园教师的职业承诺具有重要影响,其中心理适应的影响效应居各因子之首,人际适应次之,技能适应位列第三。对初任幼儿园教师的培训与培养,在提高其工作技能的同时,应更加关注心理支持系统与良好人际互动氛围的营建。The authors used rating scales to investigate the job adaptation and career commitment of 122 kindergarten teachers in Shanghai with less than three years＇ experience. The results indicate that on average these teachers had a below-medium job adaptation level. An SEM analysis reveals that job adaptation has a positive correlation with career commitment. The adaptation to job satisfaction has the largest influence, followed by inter-personal skills and teaching skills. Providing an emotional support system and cultivating an atmosphere of positive relationships at school are more critical than improving teaching skills for beginning kindergarten teachers.

关 键 词：幼儿园教师 入职适应 职业承诺 

分 类 号：G615[文化科学—学前教育学]