困境与破解:小学教师职业幸福感探析--以杭州市C小学为例

Dilemma and Reliefs: an Analysis on Professional Well-being of Primary School Teacher Based on the Case Study of C Primary School in Hangzhou

就杭州市C小学教师"职业幸福感"的调查显示,该小学教师存在职业倦怠、成长诉求、职业发展等方面的问题,教师缺乏幸福感。从教师管理的角度来看,其原因主要在于:"关爱缺位"减退了教师幸福指数,"诉求过场"阻碍了教师投入动力,"评价单向"局限了教师快乐发展。针对存在的问题,C小学实施了三个策略:一是学校推动,自上而下突进,营造幸福场域;二是教师行动,自下而上突击,贯通幸福维度;三是整体联动,上下结合突围,彰显幸福效度。三个策略的实施,有效推动了教师群体在学习方式、教科研能力、教育方法等方面的提升,激发了教师的内在驱动力和职业幸福感。

A survey of teachers’ professional well-being by C Primary School in Hangzhou showed that teachers in this elementary school had problems in aspects such as job burnout, growth demands, and professional development, and teachers lack happiness. From the perspective of teacher management, the main reasons were as follows: "caring absence" reduced the teacher happiness index, too many appeals hindered teachers’ motivation, and "one-way evaluation"limited the happy development of teachers. In response to the existing problems, C Primary School implemented three strategies: firstly, school promotion that exerting top-down advancement to create a happy field;secondly, teacher action: that will penetrate the dimension of happiness generally;thirdly, overall linkage which Combines overall breakouts and shows happiness validity. The implementation of the three strategies has effectively promoted the improvement of the learning methods, teaching and research capabilities, and educational methods of the teacher community, stimulating the teachers’ internal driving force and professional well-being.