中小学教师情感能力现状调查

Survey of affective competency of elementary and secondary school teachers

目的了解中小学教师情感能力现状及其影响因素,为提高教师的心理健康水平提供依据。方法运用自编的教师情感能力问卷,对黑龙江省虎林市,上海市徐汇区和浦东区,浙江省杭州市、温州市,广东省广州市,四川省成都市、都江堰市,福建省福州市,北京市朝阳区等地的608名教师进行调查。结果教师情感能力平均值为4.92。在性别上,情感能力总体差异无统计学意义(t=-0.240,P>0.05);优秀教师与一般教师的情感能力差异有统计学意义(t=3.421,P<0.01);不同教龄教师情感能力差异有统计学意义(t=6.869,P<0.01)。中小学教师的情感能力在职称上差异有统计学意义(F=5.777,P<0.01)。结论中小学教师情感能力在教龄、职称及所获得荣誉等方面差异均有统计学意义。

Objective To compare the affective competency of different kinds of elementary and secondary school teachers. Methods By using a self-designed questionnaire, 608 teachers were surveyed. Results The results showed the affective competence of teachers is medium （ scored 4.92 averagely）. There was no statistical significant difference by genders （t =-0. 240,P〉0.05 ） but in title（ F = 5. 777,P〈0. 001 ） , school age（t = 6. 869 ,P〈0. 001 ） and honor（ t = 3.421, P〈0.01 ）. Conclusion There are significant differences in affective competency among different groups of school age, title and honor.