陕西省与山东省中小学教师职业成就感与职业认同感的关系研究

Research on relationship between professional achievement and professional identity of primary and middle school teachers in Shaanxi Province and Shandong Province

目的探讨中小学教师职业成就感与职业认同感的关系,为提高教师职业认同感提供参考依据。方法 2020年10月采用中学教师职业成就感量表和教师职业认同量表对陕西省和山东省177名中小学教师进行问卷调查,并对数据进行分析。结果中小学教师的职业成就感(91.38±12.84)和职业认同感(73.82±9.24)得分较高。不同性别、从教学科、从教时间的中小学教师的职业认同感得分比较,差异均有统计学意义(均P<0.05)。中小学教师职业成就感与教师职业认同感呈显著正相关(r=0.426,P<0.05)。职业成就感对中小学教师职业认同感有显著正向预测作用(β=0.426,F=39.03,P<0.01),预测量为18%。结论中小学教师职业成就感与职业认同感显著正相关,职业成就感越高越可能产生较强的职业认同感。

Objective To explore the relationship between the professional achievement and professional identity of primary and middle school teachers,provide a basis for improving teachers’ professional identity. Methods In October 2020,a questionnaire survey was conducted on 177 primary and middle school teachers in Shaanxi Province and Shandong Province by the Occupational Achievement Scale for Middle School Teachers and the Occupational Identification Scale for Teachers. Results The primary and middle school teachers had the higher scores of professional achievement(91.38±12.84) and professional identity(73.82 ±9.24). There were statistically significant difference in the scores of professional identity among primary and secondary school teachers with different gender,teaching subjects and and teaching time(all P<0.05). The professional achievement of primary and middle school teachers was significantly positively correlated with the professional identity(r=0.426,P<0.05). The professional achievement had a significant positive predictive effect on the professional identity of primary and middle school teachers (β=0.426,F=39.03,P<0.01),and the predicted amount was 18%. Conclusion The professional achievement of primary and middle school teachers is significantly related to the professional identity,and the higher the sense of professional achievement,the stronger sense of professional identity.