社会支持对幼儿园教师专业自我的影响研究

Study on the Influence of Social Support upon Preschool Teachers' Professional Self

社会支持对幼儿园教师专业自我发展具有重要价值。为更针对性地为幼儿园教师提供社会支持,本研究借鉴《幼儿园教师社会支持量表》(赵丽君,2007)、自编《幼儿园教师专业自我量表》,对川渝地区318名幼儿园教师社会支持与专业自我发展情况进行相关性分析,并采用逐步多元回归分析法了解社会支持对幼儿园教师专业自我的具体影响。结果表明,社会支持与幼儿园教师专业自我呈正相关;社会支持对幼儿园教师专业自我具有显著正向影响(p<0.01)。其中,尊重性支持是幼儿园教师专业自我发展的关键因素,物质性支持对幼儿园教师工作满意度具有直接影响,情绪性支持、陪伴性支持和信息性支持是幼儿园教师专业自我发展的重要影响因素。据此,本研究提出了相关建议。

Social Support has great value to the development of preschool teachers＇ Professional Self. In order to provide so- cial support to preschool teachers speciafically, this research used the Social Support Rating Scale of Preschool Teachers （Zhao Li-jun, 2007） and the serf-designed Professional Self Rating Scale of Preschool Teachers. this study focused on the correlation between Social Support and Professional Serf, explored the concrete effects of Social Support on Professional Self through the multivariable stepwise regression method, among 318 preschool teachers in Sichuan-Chongqing region. The re- sults showed that with a positive correlation between Social Support and Professional Self, the former had a prominent posi- tive effect on the latter （p 〈 0. 01 ）. Furthermore, respect support was a key factor to preschool teachers＇ Professional Self; material support directly influenced job satisfaction; emotional support, accompanying support and informative support also played crucial roles. On these grounds, the author made related suggestions. K