幼儿教师职业认同与职业倦怠相关性的实证研究——以上饶市幼儿园为例  

An Empirical Study on the Correlation between Preschool Teachers’ Professional Identity and Job Burnout——taking the kindergartens in Shangrao as an example

作　　者：胡桂英[1] 余梦华 HU Guiying;YU Menghua(School of Educational Science,Shangrao Normal University,Shangrao Jiangxi 334001,China;Jiujiang Kindergarten,Jiujiang Jiangxi 332000,China)

机构地区：[1]上饶师范学院教育科学学院,江西上饶334001 [2]九江市幼儿园,江西九江332000

出　　处：《上饶师范学院学报》2020年第5期116-120,共5页Journal of Shangrao Normal University

基　　金：江西省高等学校教学改革研究课题(JXJG-13-16-10)。

摘　　要：通过问卷调查,发现幼儿教师职业认同情况为中高等程度,高学历幼儿教师职业认同感明显强于较低学历幼儿教师;在职业情感方面,公办园教师强于民办园;教龄越长职业效能感越强。幼儿教师职业倦怠情况为中等程度,主要受学历、教龄、薪酬水平、幼儿园性质等因素的影响,私立幼儿园的幼儿教师职业倦怠感更强。应当从增加社会正能量、降低工作消耗、培养工作情感等三个方面来增强幼儿教师的职业认同感与减弱幼儿教师的职业倦怠感。Through a questionnaire survey,it is found that the professional identity of kindergarten teachers is of a middle-to-high level and the professional identity of highly educated kindergarten teachers is obviously stronger than that of lower-educated kindergarten teachers;in terms of professional emotions,public kindergarten teachers are better than private kindergarten teachers;the longer the teaching experience,the stronger the professional efficacy.It is also found that the job burnout of kindergarten teachers is of a moderate level,mainly affected by factors such as education,teaching age,salary level and the nature of kindergarten and teachers in private kindergartens have a stronger sense of job burnout.Thus,it is necessary to increase the positive energy of society,reduce work consumption,and cultivate work emotions,so as to enhance the preschool teachers’professional identity and weaken the preschool teachers’job burnout.

关 键 词：幼儿教师 职业认同 职业倦怠 相关性 

分 类 号：G643[文化科学—高等教育学]