中学骨干教师人格特质、一般自我效能感及其关系

Relationship of Personality Characteristics and General Self-Efficacy Among Middle School Backbone Teachers

该研究旨在了解中学骨干教师的人格特征、一般自我效能感特征,以及两者之间的关系。采用卡特尔16人格因素问卷以及一般自我效能感量表,随机选择参加江西省骨干教师、骨干班主任培训的286名中学教师进行测查。结果:1)中学骨干教师人格特质存在性别差异和学科差异;2)中学骨干教师一般自我效能感较高,但与性别、学科、教龄、职称等均相关不显著,教龄和一般自我效能感总体上呈倒U型曲线变化趋势;3)人格特质与自我效能感相关显著,稳定性、恃强性、自律性、忧虑性等4种人格特质比其它人格特质更能预测一般自我效能感的变化。结论:中学骨干教师人格特质具有自身的优越性,一般自我效能感水平较高,人格特质能够预测一般自我效能感的变化。

To investigate the personality characteristics and General Self - efficacy of middle school backbone teachers and the relation- ship between them. Methods：286 middle school backbone teachers were tested with 16PF and General Self - efficacy Scale （GSES）. Results：（ 1 ）The personality differences of backbone teachers existed in sex, difference of discipline. （2）The general self- efficacy of backbone teachers was higher, but there was little apparent correlation with sex, age, teaching age and professional post. Teaching age appeared an upside -down U curve relationship with general self- efficaey. （3）Personality had an apparent correlation with general self - efficacy. Four personalities, included stability, dominance, perfectionist and anxiety, could forecast the change of general self - efficacy better. Conclusion： Backbone teachers have better personality, higher general self - efficacy. Personality can forecast the change of general self- efficacy.