新任中小学教师职业获得影响因素研究——以“布劳—邓肯”模型为分析视角  

A Study of Occupational Acquisition of New Primary and Secondary School Teachers from the Perspective of “Blau-Duncan” Model

作　　者：董良[1] DONG Liang(Research Institute for Basic Education Professionals,Beijing Institute of Education,Beijing 100120,China)

机构地区：[1]北京教育学院基础教育人才研究院,北京100120

出　　处：《教师发展研究》2018年第4期93-99,共7页Teacher Development Research

基　　金：北京教育学院2017年度科研课题"中小学教师职业获得的影响因素研究"(YB2017-13)

摘　　要：对北京市4个区的新任中小学教师进行问卷调查,以"布劳—邓肯"模型为分析视角,采用路径分析的方法分析了影响新任中小学教师职业获得的因素。研究发现,自致性因素特别是受教育水平的影响最大,这与传统的研究结论是一致的;而先赋性因素的影响很小且是负向的,这是新任中小学教师职业范围内所特有的。职业获得研究可以深入到像教师这种可以进一步细分的职业中。A questionnaire survey has been conducted among new primary and secondary school teachers in four districts of Beijing.From the perspective of“Blau-Duncan”model,the path analysis method is adopted to analyze the factors affecting the occupational acquisition of new primary and secondary school teachers.The study finds that the self-achieved factors,especially the level of education,have the greatest impact,which is consistent with the conclusion of traditional research;and the influence of the ascribed factors is very small and negative,which is unique among new primary and secondary school teachers.The research on occupational acquisition can go deep into the occupations such as teacher that can be further subdivided.

关 键 词：新任中小学教师 先赋性因素 自致性因素 职业获得 “布劳-邓肯”模型 

分 类 号：G451[文化科学—教育学]