上海市中小学教师的职业现状与改革建议  

Professional Status and Reform Suggestions ofPrimary and Secondary School Teachers in Shanghai

作　　者：吴国平[1] 陈宇卿 WU Guoping;CHEN Yuqing(School of Education, Shanghai Normal University, Shanghai,200234;Education Bureau of Jing’an District, Shanghai, 200040)

机构地区：[1]上海师范大学教育学院,上海200234 [2]上海市静安区教育局,上海200040

出　　处：《现代基础教育研究》2020年第1期12-19,共8页Research on Modern Basic Education

基　　金：华东师范大学国家教育宏观政策研究院“上海中小学教师职业工作及其满意度研究”(项目编号:201701003)的阶段性成果。

摘　　要：为了全面深入地了解教师的工作和职业状态,上海市教师发展协作联盟就上海市中小学教师工作生活状态进行了问卷调研。调研内容涉及工作满意度、专业认同、个人效能感、专业发展、工作生活状态、健康状态六大领域。上海市中小学教师职业现状如下:工作强度偏大,专业认同和效能感突出,工作负担与压力明显,职业满意度有待提升,敬业精神与职业疲倦并存,培训与进修机会较充分,收入分配重均衡,生活品质有待提升。研究建议在中小学教师职称改革方面有必要降低职称在教师发展中的权重,并需要思考教师专业成长与职业归属的其他影响因素。In order to fully understand the teachers’work and professional status,the Shanghai Teacher Development Collaboration Alliance conducted a questionnaire about the working and living conditions of primary and secondary school teachers in Shanghai,which covered six areas of job satisfaction,professional identity,personal efficacy,professional development,working and living status,and health.The result of the questionnaire has shown that the teachers’current status has high work intensity,outstanding professional identity and efficacy,and obvious job pressure,their professional satisfaction needs to be improved,professionalism and occupational fatigue coexist,there are adequate opportunities for further training,there is a balanced distribution of income but the quality of life needs to be improved.The research suggests that in the reform of the professional title of primary and secondary school teachers,it is necessary to reduce its weight in teacher development and consider other factors for teachers’professional growth and belonging.

关 键 词：上海市中小学教师 职业现状 职称改革 教师专业发展 

分 类 号：G63[文化科学—教育学]