幼儿园组织气氛的测量及与教师教学效能感的关系  

The Assessment of Kindergarten's Organizational Climate and Teacher's Teaching Efficacy

作　　者：李晓巍[1] 王萍萍[2] 魏晓宇[1] 

机构地区：[1]北京师范大学教育学部,北京100875 [2]东北师范大学心理学院,吉林长春130024

出　　处：《教师教育研究》2017年第4期60-66,83,共8页Teacher Education Research

基　　金：全国教育科学规划教育部青年课题(EBA150371)

摘　　要：以573名幼儿园教师为被试,对《幼儿园组织气氛描述问卷》进行修订,并考察幼儿园组织气氛的特点、类型及其与教师教学效能感的关系。结果显示,(1)修订后的《幼儿园组织气氛描述问卷》具有稳定的6维度结构及良好的信效度。(2)与民办园相比,公办园在园长支持行为、园长限制行为和教师敬业行为3个维度上的得分显著较高,在园长监督行为上的得分显著较低;组织气氛的6个维度在园所级类上的差异均达到显著水平。(3)幼儿园组织气氛以投入型和封闭型为主。(4)回归分析发现,控制办园类型和园所级类等变量后,园长支持行为、教师敬业行为显著正向预测教师教学效能感,教师疏离行为显著负向预测教师教学效能感。A total of 573 kindergarten teachers in Beijing and Tianjin participated in the current study. The participants completed the Revised Organization Climate Description Questionnaire and Personal Teaching Efficacy Scale. The main find- ing were as follows ： （ 1 ） The final 33-item revised Organization Climate Description Questionnaire showed a six-dimensional construct of organization climate and exhibited acceptable reliability and validity. （2） Compared with nonpublic kindergar- tens, public kindergartens scored higher in the dimensions of principal＇s supportive behavior and restrictive behavior, and teachers＇ collegial behavior, scored lower in principals＇ directive behavior. Significant differences were found among three levels of kindergartens in all the 6 dimensions of organizational climate. （ 3 ） The open type and enclosed type comprised the major organizational climate with 39.4% and 40. 1%. （4） Regression analysis revealed that, after controlling the types and levels of kindergarten, principal＇ s supportive behavior and teachers＇ collegial behavior positively predicted teachers＇ teach- ing efficacy, teachers＇ disengaged behavior negatively predicted teachers＇ teaching efficacy.

关 键 词：组织气氛 教学效能感 幼儿园 教师 

分 类 号：G612[文化科学—学前教育学]