五年制公费师范生人格特质与教师职业认同的关系研究  

Relationship study between personality and teacher professional identity of five-year government-funded normal students

作　　者：贺佐廷 谭华玉[2] HE Zuoting;TAN Huayu(Xiangnan Preschool Education College,Chenzhou,Hunan,423000,China;Guangdong Polytechnic of Water Resources and Electric Engineering College,Guangzhou,Guangdong,510925,China)

机构地区：[1]湘南幼儿师范高等专科学校,湖南郴州423000 [2]广东水利电力职业技术学院,广东广州510925

出　　处：《豫章师范学院学报》2023年第6期70-75,共6页Journal of Yuzhang Normal University

摘　　要：以445名五年制公费师范生为被试对象进行问卷调查分析,结果发现:五年制公费师范生教师职业认同总体处于中等偏上水平,且在年级、是否独生子女上差异显著;人格特质与教师职业认同显著相关,其中宜人性、外向性、开放性和责任感四个与教师职业认同显著正相关,神经质与教师职业认同显著负相关;宜人性、外向性和责任感可以正向预测五年制公费师范生的教师职业认同。因此建议从家庭、学校和个人三方面引导培养良好的人格特质,以提升师范生教师职业认同。A questionnaire survey was conducted among 445 five-year government-funded normal students.The results showed:the teachers professional identity of five-year government-funded normal students is generally above the middle level,and there are significant differences in grade and only-child;personality are significantly correlated with teacher professional identity,and the four dimensions of agreeableness,extraversion,openness and responsibility are significantly positively correlated with teacher professional identity,neuroticism is negatively correlated with teacher professional identity;agreeableness,extraversion and responsibility can positively predict teacher professional identity.It is suggested to guide the cultivation of good personality from family,school and individual aspects in order to enhance the professional identity of normal students.

关 键 词：公费师范生 人格特质 教师职业认同 

分 类 号：G641[文化科学—高等教育学]