政策满意度、教师支持对免费师范生职业认同的作用:从教动机的中介效应

doi:10.16187/j.cnki.issn1001-4918.2016.06.11

摘要/Abstract

摘要： 本研究以733名免费师范生为被试，采用问卷测量法，考察师范生对免费教育政策的满意度、所感知到的教师支持，及其师范生从教动机与职业认同的特点及其相互之间的关系，并检验了从教动机在政策满意度、教师支持与职业认同之间的中介效应。结果表明：（1）师范生在政策满意度、从教动机上存在年级差异，在职业认同上存在年级和性别差异。（2）政策满意度、教师支持、从教动机与职业认同两两之间均呈显著正相关。（3）政策满意度与教师支持对职业认同的直接效应显著，从教动机在政策满意度与职业认同之间、教师支持与职业认同之间均起部分中介作用，其中从教动机对政策满意度的中介效应显著高于对教师支持的中介效应。本研究围绕这些结果进行了讨论，并提出了相应的建议和对策。

关键词: 免费师范生, 政策满意度, 教师支持, 从教动机, 教师职业认同

Abstract: The present study investigated the relationships among educational policy satisfaction, faculty support and pre-service teachers' professional identity, examined the mediating effect of teaching motivation on the relationships between educational policy satisfaction and professional identity and between faculty support and professional identity. The sample included 733 pre-service teachers who completed Educational Policy Satisfaction Inventory, Faculty Support Scale, Teaching Motivation Scale and Teacher Professional Identity Scale. The results showed that (1) Grade differences in educational policy satisfaction, teaching motivation and professional identity were significant, gender difference in professional identity was significant. (2) Variables in this study were all significantly correlated with each other. (3) Educational policy satisfaction and faculty support both positively predicted professional identity, teaching motivation partly mediated the relationships between educational policy satisfaction and professional identity and between faculty support and professional identity; moreover, the mediating effect of teaching motivation on the relationship between educational policy satisfaction and professional identity was greater than the mediating effect of teaching motivation on the relationship between faculty support and professional identity. This study discussed these results and proposed corresponding solutions and suggestions.

Key words: pre-service teacher, educational policy satisfaction, faculty support, teaching motivation, teacher professional identity

中图分类号:

G442

张晓辉, 赵宏玉. 政策满意度、教师支持对免费师范生职业认同的作用:从教动机的中介效应[J]. 心理发展与教育, 2016, 32(6): 725-732.

ZHANG Xiaohui, ZHAO Hongyu. The Roles of Educational Policy Satisfaction and Faculty Support on Pre-service Teachers' Professional Identity: The Mediating Effect of Teaching Motivation[J]. Psychological Development and Education, 2016, 32(6): 725-732.

参考文献

Avalos, B., & Aylwin, P. (2007). How young teachers experience their professional work in Chile. Teaching and Teacher Education, 23 (4), 515-528.

Bandura, A. (1986). Social foundations of thought and action. Englewood Cliff, NJ:Prentice-Hall.

Chappell, C. (1999). Issue of Teacher Identity in a Restructuring VET (Vocation Education and Training) System. Working Paper. Austualia, New South Wales.

Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers:stable and unstable identities. British Educational Research Journal, 32 (4), 601-616.

Dome, N., Prado-Olmos, P., Ulanoff, S. H., Ramos, R. G. G., Vega-Castaneda, L., & Quiocho, A. M. (2005). I don't like not knowing how the world works:Examining pre-service teachers' narrative reflections. Teacher Education Quarterly, 32 (2), 63-83.

Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers' identities:A multi-perspective study. Teaching and Teacher Education, 22 (2), 219-232.

Fuller, C. Goodwyn, A. & Francis-Brophy E. (2013). Advanced skills teachers:professional identity and status. Teachers and Teaching, 19 (4), 463-474.

Hall, D., & Langton, B. (2006). Perceptions of the status of teachers. New Zealand:Ministry of Education.

Hong, J. Y. (2010). Pre-service and beginning teachers' professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26 (8), 1530-1543.

Ingersoll, R. M., & Perda, D. (2008), The status of teaching as a profession. In J. Ballentine & J. Spade (Eds.), Schools and society:A sociological approach to education (pp.107-118). Los Angeles:Pine Forge Press.

Kelchtermans, G., & Ballet, K. (2002). The micropolitics of teacher induction:A narrative biographical study on teacher socialisation. Teaching and Teacher Education, 18 (1), 105-120.

Korthagen, F. (2004). In search of the essence of a good teacher:Towards a more approach in teacher education. Teaching and Teacher Education, 20 (1), 77-97.

MacLure, M. (1993). Arguing for your self:Identity as an organising principle in teachers' jobs and lives. British Educational Research Journal, 19 (4), 311-323.

McClure, A. (2005). The voices of experience:Beginning teachers cite beneficial induction practice. Paper presented at the Canadian Society for the Study of Education Annual Conference. London, 5, 28-31.

Nias, J. (1989). Teaching and the self. In M. L. Holly & C. S. McLoughlin (Eds.), Perspective on teacher professional development (pp. 151-171). London:Falmer Press.

Sachs, J. (2001). Teacher professional identity:Competing discourses, competing outcomes. Journal of Education Policy, 16 (2), 149-161.

Schepens, A., Aelterman, A., & Vlerick, P. (2009). Student teachers' professional identity formation:between being born as a teacher and becoming one. Educational Studies, 35 (4), 361-378.

Shelton, E. N. (2003). Faculty support and student retention. Journal of Nursing Education, 42 (2), 68-76.

Stufflebeam, D. L. (2000). The CIPP model for evaluation. In D. L. Stufflebeam, G. F. Madaus, & T. Kellaghan, (Eds.), Evaluation models:Viewpoints on educational and human services evaluation (pp. 279-317). Springer Netherlands.

Urzu'a, A., & Va'squez, C. (2008). Reflection and professional identity in teachers' future-oriented discourse. Teaching and Teacher Education, 24 (7), 1935-1946.

Williams, J. (2010). Constructing a new professional identity:Career change into teaching. Teaching and Teacher Education, 26 (3), 639-647.

Zhang, Y., Hawk, S., Zhang, X., & ZHAO, H. (2016). Chinese pre-service teachers' professional identity links with education program performance:The roles of task value belief and learning motivations. Frontiers in Psychology, 7, 573.

方增泉, 戚家勇. (2009). 师范生免费教育情况调查与政策建议. 中国教师, 80, 22-25.

国办发

[2007] 34号. 转发教育部等部门关于教育部直属师范大学师范生免费教育实施办法(试行)的通知. 国务院办公厅.

林钦, 刘启芳, 孙倩. (2008). 首届免费师范生对免费教育政策的认识调查. 考试周刊, 28, 111-112.

刘霞, 赵景欣, 申继亮. (2013). 歧视知觉对城市流动儿童幸福感的影响:中介机制及归属需要的调节作用. 心理学报, 45 (5), 568-584.

王莉萍. (2014). 免费师范生职业认同感的实证研究-以H大学为例. 华东师范大学硕士学位论文.

王新颖, 许颖. (2008). 关于国家试行师范生免费教育政策的调查与思考. 山东教育学院学报, 23 (2), 4-6.

姚梅林. (2006). 学习心理学:学习与行为的基本规律. 北京:北京师范大学出版社.

张立昌, 阎春, 李正根. (2011). 免费师范生报考动因与政策态度调查. 当代教师教育, 4 (2), 39-46.

张晓辉, 赵宏玉, 齐婷婷. (2011). 免费师范生从教意愿及相关影响因素的调查研究. 山西高等学校社会科学学报, 23 (1), 88-90.

张晓辉, 赵宏玉. (2016) 教师支持对免费师范生教学效能感和教师职业认同的影响. 中国特殊教育, (5), 75-82.

张秀, 张晓辉. (2012). 免费师范生对免费教育政策和教师教育培养意见的调查研究. 北京教育, (2), 22-24.

张燕, 赵宏玉, 齐婷婷, 张晓辉. (2011). 免费师范生的教师职业认同与学习动机及学业成就的关系研究. 心理发展与教育, 27 (6), 633-639.

赵宏玉, 兰彦婷, 张晓辉, 张燕. (2012). 免费师范生教师职业认同量表的编制. 心理与行为研究, 10 (2), 143-148.

赵宏玉, 齐婷婷, 张晓辉, 闾邱意淳. (2011). 免费师范生的教师职业认同:结构与特点实证研究. 教师教育研究, 23 (6), 62-66.

赵宏玉, 张晓辉. (2015). 教育政策对免费师范生从教动机、职业认同的影响. 北京师范大学学报(社会科学版), (4), 51-59.

周浩, 龙立荣. (2004). 共同方法偏差的统计检验与控制方法. 心理科学进展, 12 (6), 942-950.

相关文章 14

[1]	王鑫强, 李金文, 卢红燕, 赖正伟, 李佳源. 择偶优劣势对师范大学生教师职业认同的影响：择偶价值感的中介及自尊的调节作用[J]. 心理发展与教育, 2024, 40(1): 64-73.
[2]	吴甲旺, 李红霞, 司继伟. 小学低年级儿童的计算流畅性与数学焦虑:基于变量为中心与个体为中心的分析[J]. 心理发展与教育, 2022, 38(1): 72-80.
[3]	贾绪计, 蔡林, 林琳, 林崇德. 高中生感知教师支持与学习投入的关系:学业自我效能感和成就目标定向的链式中介作用[J]. 心理发展与教育, 2020, 36(6): 700-707.
[4]	张云运, 刘思辰, 任萍, 牛丽丽. 学生学业和行为特征如何影响教师支持？来自个体和圈子层面的证据[J]. 心理发展与教育, 2020, 36(3): 318-328.
[5]	赵金霞, 赵景欣, 王美芳. 留守妇女与儿童焦虑的代际传递:有调节的中介效应[J]. 心理发展与教育, 2018, 34(6): 724-731.
[6]	陈旭, 张大均, 程刚, 胡天强, 刘广增. 教师支持与心理素质对中学生学业成绩的影响[J]. 心理发展与教育, 2018, 34(6): 707-714.
[7]	刘影, 柴晓运, 龚少英, 桑标. 父母参与作业的自主动机与小学生积极作业情绪:学生作业自主动机与教师支持的作用[J]. 心理发展与教育, 2017, 33(5): 577-586.
[8]	赵金霞, 李振. 亲子依恋与农村留守青少年焦虑的关系:教师支持的保护作用[J]. 心理发展与教育, 2017, 33(3): 361-367.
[9]	任萍, 张云运, 秦幸娜, 郭筱琳, 赵茜. 初中生公正世界信念对其学业成就的影响:感知的教师支持和班级公正的中介作用[J]. 心理发展与教育, 2017, 33(2): 191-197.
[10]	庄鸿娟, 刘儒德, 刘颖, 王佳, 甄瑞, 徐乐. 中学生社会支持对数学学习坚持性的影响:数学自我效能感的中介作用[J]. 心理发展与教育, 2016, 32(3): 317-323.
[11]	乔娜, 张景焕, 刘桂荣, 林崇德. 家庭社会经济地位、父母参与对初中生学业成绩的影响：教师支持的调节作用[J]. 心理发展与教育, 2013, 29(5): 507-514.
[12]	王鑫强, 张大均, 曾丽红. 师范生职业认同感的效能—价值双维核心模型的构建[J]. 心理发展与教育, 2011, 27(6): 662-669.
[13]	张燕, 赵宏玉, 齐婷婷, 张晓辉. 免费师范生的教师职业认同与学习动机及学业成就的关系研究[J]. 心理发展与教育, 2011, 27(6): 633-640.
[14]	刘云艳, 张大均. 5岁儿童探究行为与教师态度关系的实验研究[J]. 心理发展与教育, 2005, 21(3): 94-98.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed