小学教师心理契约与个人教学效能感研究

On Primary Teachers' Psychological Contract and Personal Teaching Efficacy

为探讨小学教师心理契约和个人教学效能感之间的关系,以甘肃省张掖市的220名小学教师为被试,采用《教师心理契约量表》和《中小学教师个人教学效能感量表》进行了调查。结果表明:心理契约在性别、受教育程度上没有显著性差异(p>0.05),但在年龄、教龄、学校所在地3个变量上存在差异(p<0.05)。个人教学效能感在性别、年龄、职务、学校所在地上没有差异(p>0.05),在受教育程度、教龄职称上有差异(p<0.05)。心理契约与个人教学效能感之间呈显著正相关,学校现实责任与教学策略、课堂管理呈正相关,和激励学生无显著相关;教师现实责任与课堂管理之间无显著相关,但是与教学策略激励学生之间具有显著正相关;教师发展责任在教学策略、课堂管理、激励学生三个维度上存在正相关,其中在教学策略、课堂管理的维度上相关很显著。

This research investigated 220 primary school teachers from Zhangye city of Gansu Province to examine the psychological contract and personal teaching efficacy using the Teachers＇ Psychological Contract Scale and the Primary and Teacher＇s Personal Teaching Efficacy Scale. The results indicated that： Psychological contract has no significant difference in gender, educational level and duty while significantly different in age, teaching experience and schools location; individual teaching efficacy no disparities in gender, age, title and location while significant differences existing in educational experience and professional titles; positive correlations exist significantly between mental contract and personal efficacy, school responsibility and teaching strategy and classroom management, but no significant positive correlation with student＇s motivation, between teachers＇ commitment and class management; and the positive correlation also exists in students strategic stimulus, and teachers developmental accountability in the dimensions of strategy, class management and motivation, especially significant in the former two dimensions.