社会经济地位与新教师入职适应的关系研究

The Relation Research between Socioeconomic Status and Beginning Teachers' Occupational Adaptation

新教师的入职适应一直受到国家、地方、社会和学校的密切关注。社会经济地位作为影响教师职业适应的重要环境变量,对于新教师来说亦是如此。本研究主要参照美国心理协会编制的《社会经济地位量表》,设计更加具体的衡量指标,重新编制了符合教师群体的量表;同时编制了新教师入职适应的量表,继而探讨社会经济地位与新教师入职适应之间的关系。希冀基于此,提升新教师的入职适应能力,促进内在路径的教师专业发展。

The beginning teachers occupational adaptation has been drawn close attention by nation, local, society and schools. As environment variables of influencing teachers＂ development expectation, so is Socioeconomic Status for beginning teachers. This research designs the more specific measure mainly with reference to Socioeconomic Status Scale developed by American Psychological Association, and develops new investigation scale conform to teacher groups, while develops beginning teachers occupational adaptation scale, then explore the relation between Socioeconomic Status and beginning teachers development expectation so as to help and promote the inner path of teachers beginning teachers improve their professional development. ability of occupational adaptation