新课程背景下学校组织气氛与教师工作满意度之关系

On the Organizational Climate and Teachers’ Job Satisfaction in the New Curriculum Reform

此研究采用修订的学校组织气氛问卷和教师工作满意度问卷对131名初中教师进行了调查,分析了新课程改革背景下教师对学校组织气氛的知觉程度以及教师工作满意度的现状,并揭示了中学组织气氛与教师工作满意度的相关关系。结果表明:(1)新课程改革背景下,在学校组织气氛各因子中,亲密行为得分最高,其次为支持行为、同事行为、限制行为、疏离行为,监督行为因子得分最低。(2)教师对工作的总体满意度处于中等水平。其中对学生的满意度最高,其次为同事、教学工作,对工作报酬的满意度最低。(3)学校组织气氛各因子中的支持行为、同事行为和亲密行为与教师总体工作满意度呈极其显著正向高相关;限制行为和疏离行为与教师总体工作满意度呈极其显著负向中相关。

This paper surveyed 131 teachers with the revised School Organizational Climate Scale and Teacher＇s Job Satisfaction Scale. It analyzed the current status of the school organizational climate and the teacher＇s job satisfaction as well as the correlations in the background of the new curriculum reform. The results show that： 1） intimate behavior in school organizational climate counts the most, then followed respectively by factors of support, co-work, restriction, disengagement, and supervision; 2） teachers＇ job satisfaction is generally moderate, with the top-down list of students, colleagues, teaching, and salary at the bottom; 3） reciprocal support, co-work and intimacy are positively correlated with teachers＇ job satisfaction while restrictions and disengagements negatively-related.