高校教师职业认同结构与特点研究

Structure and Strait of College Teachers’ Professional Identity

通过文献综述、专家咨询和样本预测的统计分析提出高校教师职业认同的理论构想,在此基础上编制《高校教师职业认同量表》。对问卷调查结果进行探索性因素分析和验证性因素分析,研究结果表明:自编《高校教师职业认同量表》最后保留11个条目,包含职业认知、职业归属感和职业行为倾向三个因子,高校教师职业认同水平总体较高,存在显著的教龄、性别和学历差异。根据高校教师职业认同现状和特点,提出四点建议,即:塑造良好的职业文化氛围,引导教师深化对职业的认知;加强师资培训,提升教师综合素质;因人而异,分层次提升特定教师群体的职业认同感;优化教师考核评价体系,提升职业认同感。

A theoretical hypothesis was conceived and a Professional Identity Scale for College Teachers(PIS-CT) was compiled based on literature review, expert counseling and sample analysis. Using this scale, a questionnaire survey shows that college teachers generally have high professional identity, with difference between different groups by teaching years, gender and academic degree. Four suggestions are put forward as against the structural features of college teachers’ professional identity: positive environment of professional culture should be constructed to deepen college teachers’ professional understanding;teacher training should be strengthened to enhance their comprehensive competence;college teachers should be categorized into different groups and corresponding measures should be taken to promote their professional identity;teacher assessment system should be improved to boost professional identity.