中等职业学校积极心理健康教育支持系统的发展特点和关系的个案研究——以一所面向农村的职业高中为例

The Features of the Support System for Positive Mental Health Education at Secondary Vocational Schools and the Relationship Between the Factors Supporting Positive Mental Health Education: A Case Study of a Vocational High School for Rural Areas

当前加快发展农村职业教育是建设社会主义新农村的助推器,也是破除城乡二元结构、加快城镇化建设的必然要求。本研究以一所面向农村的职业高中为案例,研究了该校开展积极心理健康教育工作的支持系统的发展特点和关系。在诸多支持因素中,教师积极心理品质是核心因素。对该校65名教师进行问卷调查,结果表明:对各个变量进行独立样本T检验,教师积极心理品质、开放型组织气氛、教师工作满意度、教师职业承诺和学校变革型领导风格总均分显著高于中数3,封闭型组织气氛均分显著低于中数3;对支持积极心理健康教育的各变量之间的关系进行分析,除变革型领导风格外,开放型组织气氛、工作满意度和教师职业承诺与积极心理品质存在显著正相关,封闭型组织气氛与积极心理品质存在显著负相关。情感承诺、教师亲密行为、校长限制行为和薪酬满意度能够解释积极心理品质的变异的百分比分别为51%、8.6%、3.9%、2.7%。其中情感承诺和教师亲密行为对积极心理品质的解释力最大。最后,针对该校实际情况,提出五条教育建议。

At present, speeding up the development of rural vocational education can promote the building of new socialist rural areas, the elimination of the urban-rural dual structure, and the acceleration of urbanization. This study, using a questionnaire to test 65 teachers from a vocational high school for rural areas, aims to explore the features of the support system for positive mental health education and the relationship between the factors supporting positive mental health education. Among these factors, the teachers＇ positive mental quality remains the core factor. The research results indicate the following： The total average scores achieved in the teachers＇ positive mental quality, the atmosphere of an open organization, the teachers＇ job satisfaction, the teachers＇ occupational commitment, and the school＇s transformational style of leadership significantly outnumbered the median 3; except for the school＇s transformational style of leadership, the atmosphere of an open organization, the teachers＇ job satiafaction, and the teachers＇ occupational commitment were significantly and positively correlated with the teachers＇ positive mental quality; the atmosphere of an enclosed organization was significantly and negatively correlated with the teachers＇ positive mental quality; and the teachers＇ emotional commitment and intimacy could provide the most powerful explanations for their positive mental quality. In conclusion, the author gave five educational proposals based on the vocational school＇s actual situation.