教师专业心态的当下特征及政策启示——基于上海的调查研究  

The Features of Teacher's Professional Mentality and Policy Implication——Base on the Investigation in Shanghai

作　　者：郅庭瑾[1,2] 马云 雷秀峰 程宏 

机构地区：[1]华东师范大学国家教育决策协同创新中心 [2]华东师范大学教育管理学系

出　　处：《教育研究》2014年第2期96-103,共8页Educational Research

基　　金：教育部"新世纪优秀人才支持计划"(2010)项目"教育均衡视野下我国东中西部教师生存状态及其比较研究"(项目编号:NCET-10-0391)的阶段性研究成果

摘　　要：教师的专业心态指的是一段时间内弥散在教师群体中的整体心境状态,是整个教育行业的情绪基调、教育共识和教育价值观的综合。针对上海八个区域近800位教师的调查发现,教育价值认知是奠定教师专业心态的内在基础,专业工作强度是制约教师工作体验的外在压力,薪酬是影响教师职业心理的社会诱因,学校管理是左右教师工作情绪的现实原因。应制定持续增值的教师薪酬待遇改善政策,执行教师岗位职责和工作量制度,运用体现差别的评价方式和激励手段。Teacher＇s professional mentality refers to the overall mental state of a teachers＂ group over a period of time, which is an integration of emotional keynote, consensus and values in the whole education industry. A survey based on nearly 800 teachers from eight districts in Shanghai demonstrates that teachers＂ cognition of educational value lays the inner foundation for their professional mentality. Furthermore, professional work intensity is the outside pressure that restricts their working experience, salary is the social inducement influencing their occupational psychology, and school management is the practical reason affecting their working moods. Therefore, policies should be formulated to ensure a steady improvement of teachers＂ payment, system of teachers＂ post responsibility and workload should be enacted, and evaluation modes should be applied for differentiation and stimulation.

关 键 词：中小学教师 专业心态 学校管理制度 

分 类 号：G443[哲学宗教—心理学]