吉尔吉斯斯坦幼儿园教师职业幸福感现状调查与分析  

Investigation on the Status of Kindergarten Teachers’Occupational Well-being in Kyrgyzstan

作　　者：赵杰[1] 英伟 ZHAO Jie;Ismailov Kambarbek(Anshan Normal University,Anshan Liaoning 114007,China)

机构地区：[1]鞍山师范学院,辽宁鞍山114007

出　　处：《鞍山师范学院学报》2020年第3期88-91,共4页Journal of Anshan Normal University

摘　　要：教育的发展需要教师,加强教师队伍建设是任何一个国家发展教育都需要重视的工作。对吉尔吉斯斯坦352名幼儿园教师进行调查研究,发现:幼儿园教师职业幸福感处于中等偏上。教师在人际关系和职业认知方面最能获得幸福感,而薪资待遇方面幸福感最低;在性别、园所规模、工作年限、任教职务、任教班级人数方面的职业幸福感不存在差异,而在年龄、学历、专业、班级层次方面职业幸福感获得存在差异。The development of education needs teachers,and strengthening the construction of the teaching staff is a task that any country needs to pay attention to when developing education.Questionnaire survey was conducted among 352 kindergarten teachers in Kyrgyzstan.The results showed that the level of occupational well-being of teachers in Kyrgyzstan is above average.Teachers are the most likely to achieve occupational well-being in terms of interpersonal relationship and professional cognition,while the lowest in terms of salary and treatment.There were no differences in occupational well-being among gender,scale,working years,teaching positions,and number of teaching classes.Age,education background,major,class level,wage income have different effects on teachers’occupational well-being.

关 键 词：吉尔吉斯斯坦 幼儿园教师 职业幸福感 

分 类 号：H195[语言文字—汉语]