中小学教师专业乐观及其相关因素调查研究  

An Investigation on Professional Optimism and Related Factors of Primary and Middle School Teachers

作　　者：李群[1] 

机构地区：[1]合肥师范学院教师教育研究中心,合肥230601

出　　处：《中国特殊教育》2015年第8期81-87,共7页Chinese Journal of Special Education

基　　金：合肥师范学院教师教育研究中心规划项目"中小学教师专业乐观及其价值研究"(课题编号:2014jsjy09)

摘　　要：教师专业乐观是指教师个体所具有的一类积极信念的总和,是教师积极心理品质的表现,是影响学生学业成就的重要因素。本研究以"教师专业乐观"中文量表和"中小学教师工作压力"量表为研究工具,对合肥市431名中小学教师进行问卷调查。结果发现,教师的专业乐观与教龄、学段和是否主科教师有关;与压力状况和压力源的关系密切;经常有规律锻炼、有一些良好的业余爱好、有知心朋友、了解心理保健知识的教师,其专业乐观要高;学校开展的有关教师心理保健方面的培训有助于其专业乐观的提升。Professional optimism is defined as a series of positive beliefs held by teachers, h is reflection of teachers＇ positive psychological qualities. It is also an important factor which can influence studnets＇ academic achievements. Using teachers＇ professional optimism questionnaire and working pressure quesionnaire for primary and middle school teachers, 431 teachers in Hefei city were investigated. The results showed： 1） teachers＇ professional optimism was related to the following factors： length of teaching, teaching grade, and teaching subject. 2） teachers＇ professional optimism was also closely related to the stress situation and the source of stress. 3） regular exercises, good habbits, close friends, and knowledge of mental health were all helpful for the teachers to maintain higher professional optimism. 4） metal health training at school could improve teachers＇ professional optimism level.

关 键 词：中小学 教师 专业乐观 压力状态 压力源 

分 类 号：B849[哲学宗教—应用心理学]