县中教师主观社会地位对教育情怀的作用机制——基于东中西3省7县1808名教师的调查  

Subjective Social Status and County High School Teachers'Education Sentiment:Based on the Investigation from 7 Counties in 3 Provinces in China's Eastern,Central,and Western Regions

作　　者：王文静[1,2] 刘一璇[1] 杨一鸣 袁鑫 WANG Wenjing;LIU Yixuan;YANG Yiming;YUAN Xin(Beijing Normal University,Bejing 100875)

机构地区：[1]北京师范大学认知神经科学与学习国家重点实验室,100875 [2]教育部师德师风建设基地

出　　处：《教育科学研究》2024年第5期74-81,共8页Educational Science Research

基　　金：2021年度教育部人文社会科学研究规划基金项目“儒家经典学习促进教师幸福感的干预模式构建与验证研究”(21YJA880064);2022年度教育部教师工作司委托课题“中小学师德师风建设基本情况研究”(JSSKT2022010)的成果之一。

摘　　要：教育情怀是教师投身并坚守于教育事业的内在动力。以东、中、西3省7县1808名县域普通高中教师为调查对象,基于资源保存理论,探讨主观社会地位对县中教师的教育情怀的影响及作用机制。结果表明,主观社会地位对教育情怀具有显著的正向影响;感知社会支持和主观幸福感在主观社会地位对教育情怀之间发挥链式中介作用。基于以上发现,增强县中教师的教育情怀,需要兼顾外在环境因素和内在心理因素的影响,建构县域内“尊师重教”的社会共识与教师自我认同,提高县中教师的主观社会地位;发挥校长领导力,为县中教师营造支持性环境。Education sentiment are the intrinsic motivation for teachers to devote themselves to education.Based on the conservation of resources theory,this study explores the impact and mechanism of subjective social class on the education sentiment of county high school teachers.A total of 1808 county high school teachers from 7 counties in 3 provinces in China's eastern,central,and western regions were investigated.The results illustrated that subjective social class could directly predict teachers'education sentiment;social support and subjective well-being played chain mediation role in the impact of social status on education sentiment.Therefore,to enhance the education sentiment of county high school teachers should consider the influence of both environmental and psychological factors.For instance,constructing a social consensus and self-identity of respecting teachers and valuing education to improve the subjective social status of teachers in county high schools;the principal should demonstrate leadership abilities,and create a supportive working environment for teachers.

关 键 词：教育情怀 县中教师 主观社会地位 感知社会支持 主观幸福感 

分 类 号：G451.4[文化科学—教育学]