乡村教师教学自主权对专业发展能动性的影响:工作投入的中介作用  

The Impact of Rural Teachers' Autonomy on Their Professional Development Initiative: The Mediating Effect of Work Engagement

作　　者：王晓丽[1] 齐亚静[2] 姚建欣[1] WANG Xiaoli;QI Yajing;YAO Jianxin(Research Institute for Curriculum and Textbooks,Basic Education Curriculum and Textbooks Development Center,Ministry of Education,Beijing,100029;Youth Work Department,China Youth University of Political Studies,Beijing,100089)

机构地区：[1]教育部基础教育课程教材发展中心课程教材研究所,北京100029 [2]中国青年政治学院,北京100089

出　　处：《中国特殊教育》2018年第11期92-96,共5页Chinese Journal of Special Education

基　　金：全国教育科学"十二五"规划2015年度教育部青年课题"乡村教师专业发展能动性:基本特征;影响因素及提升路径"(项目批准号:EBA150369)的阶段性成果

摘　　要：以690名乡村中小学教师为被试,采用问卷调查法,考察了乡村教师专业发展能动性的现状及其与教学自主权、工作投入之间的关系。结果发现:部分乡村教师的专业发展能动性尚有提升空间;乡村教师教学自主权和工作投入、专业发展能动性显著正相关;乡村教师工作投入在教学自主权与专业发展能动性之间起部分中介作用。This study,based on a survey of 690 rural school teachers with a questionnaire,aims to explore rural school teachers’ present professional development initiative and its relationship with their teaching autonomy and work engagement. The results show the following: A certain number of rural school teachers needed to improve their professional development initiative; there were significantly positive correlations between the rural school teachers’ teaching autonomy and their work engagement or professional development initiative; and their work engagement partly mediated between their teaching autonomy and their professional development initiative.

关 键 词：专业发展能动性 教学自主权 工作投入 乡村教师 

分 类 号：B849[哲学宗教—应用心理学]