中等职业学校教师主观社会地位状况与差异分析

The Current Situation and Difference Analysis of Teacher's Subjective Social Status in Secondary Vocational Schools

从教师任职标准看,中等教育阶段(无论普高还是职高)取得资格证或所需训练是相同或接近的,但社会地位差异显著,中等职业学校教师自我认同明显低于普高教师,进而影响到中职学校的教学质量。有基于此,本研究对某直辖市中等职业学校教师主观社会地位进行调查。研究设定主观社会地位的衡量结构包括经济保障、职业形象、社会认同、职业价值和专业素质五个维度,采用SPSS18.0和AMOS4.0统计软件进行数据分析,调查发现中职教师的主观社会地位处于中下等水平,不同教龄、学历、职称、岗位、收入水平对其主观社会地位、"麦克阿瑟量表"学校内部地位自我认定上存在显著差异。

The qualifications and training required of high school and vocational high school teachers are the same or nearly the same, but there is remarkable difference in the social status of high school teachers and vocational high school teachers. Secondary vocational schools teachers＇ self-identity is sig nificantly lower than that of high school teachers, which affects the quality of teaching in secondary vo cational schools. In view of this, the study investigates the subjective social status of teachers in sec ondary vocational schools of a municipality. The measure structure of subjective social status includes economic security, professional image, social identity, occupational values, and professional quality. We use SPSS18. 0 statistical software for data analysis. The results show that secondary vocational school teachers＇ subjective social status is at the low-intermediate level and that teachers different in years of teaching, education level, title, post, and income level are significantly different in the subjec tive social status and the MacArthur scale of self-identified status within sehnnl