幼儿园教师希望感与职业压力的相关研究  

A Study on Kindergarten Teachers’ Sense of Hope and Professional Pressure

作　　者：张洵 赵振国[2] Zhang Xun1, Zhao Zhenguo2(1.Guangzhou Pearl-river Vocational and Technical College, Guangzhou, 516131;2.College of Educational Science, Henan University, Kaifeng,47500)

机构地区：[1]广州珠江职业技术学院,广州516131 [2]河南大学教育科学学院,开封475000

出　　处：《幼儿教育（教育科学）》2018年第10期24-27,共4页Early Childhood Education(Educational Sciences)

基　　金：河南省教师教育课程改革研究项目“幼儿园实习场域中教师实践性知识转化和传递的机制研究”(项目批准号:2015-JSJYLX-002);河南大学教学改革项目“学前教育专业教育实习机制的探索及改进研究”的研究成果之一

摘　　要：本研究采用问卷调查法，对河南省8所幼儿园163名幼儿园教师的希望感与职业压力进行调查发现，幼儿园教师希望感整体处于中等偏上水平，职业压力整体处于中等水平，且幼儿园教师希望感越高，其职业压力越小，路径思维对幼儿园教师职业压力的负向影响相对较大。研究者据此提出相关建议。Using questionnaire as research method, this study investigates the sense of hope and professional pressure of 163 teachers from 8 kindergartens in Henan Province. The results indicate that kindergarten teachers＇ overall sense of hope is above medium; the overall professional pressure is medium; the higher teachers＇ sense of hope is, the lower professional pressure is; pathways has a relatively negative impact on kindergarten teachers＇ professional pressure. The researchers also put forward some suggestions.

关 键 词：幼儿园教师 希望感 职业压力 

分 类 号：G615[文化科学—学前教育学]