幼儿园教师社会化过程

The Socialization Process of Kindergarten Teachers

本研究以219名天津幼儿园教师为研究对象,采用问卷调查法,分析了幼儿园教师社会化影响因素、社会化内容和适应结果之间的关系,展现了幼儿园教师的社会化过程。研究发现:①幼儿园教师主动策略能直接影响学校知识、任务掌握和角色知识,且对所有社会化结果变量的总效应都显著;角色知识是其发挥作用的重要中介变量。②家长支持能直接影响任务掌握和角色知识;角色知识和任务掌握是家长支持发挥作用的重要中介变量。③同事帮带对所有社会化内容和结果都没有显著影响。④组织策略能直接促进幼儿园教师对学校知识的掌握,学校知识和工作绩效是组织策略影响幼儿园教师适应的重要中介变量。

With survey methods and 219 kindergartens teachers as the subjects, this study explored the relations among influencing factors of teachers＇ socializations, contents of teachers＇ socializations and adjustment outcomes, and showed the process of teachers＇ socializations. Findings indicated that ①Proactive tactics have a direct impact on organization knowledge, mastery of task and knowledge of role. In addition, the total effects of proactive tactics on all outcome of socialization are significant, and knowledge of role serves as a mediator, ②Support from children＇s parents has a direct impact on mastery of task and knowledge of role, both of which play a mediating role. ③Support from cdleagues exercise no significant impact on or content and outcome variables of teachers＇ socialization. ④Organizational tactics can influence kindergarten teachers＇ understanding of organization, and both organization knowledge and work performance play a mediating role among their effects on socialization outcomes.