学校因素对教师职业认同的影响--基于北京市义务教育阶段教师的调查

The Influence of School Factors on Teachers’ Professional Identity--Based on the Survey of Teachers in the Period of Compulsory Education in Beijing

采用《教师职业认同量表》和《中小学教师职业认同影响因素问卷》对北京市1173名教师进行调查,从职业价值观、角色价值观、职业归属感、职业行为倾向4个维度考察不同学校因素对教师职业认同的影响。结果表明:北京市义务教育阶段教师的职业认同总体处于较高水平,不同学校因素与教师职业认同各构成维度的相关性存在差异,且不同学校因素对教师职业认同的不同维度具有不同的预测作用。其中,教师场域、教学情绪、发展平台、同事关系等学校因素对教师职业认同多个维度具有较高的正向预测力;相对于学校物质环境等"硬件"因素,教师场域、教学情绪、教学成绩以及与领导、同事、学生的认可合作关系等"软件"因素对教师职业认同的预测作用更为直接。建议丰富学校文化建设、搭建学校发展平台、优化学校考评体系、改善教师物质待遇,营造教师职业认同发展的良好系统环境。

1173 teachers in Beijing were surveyed by using the Teacher Professional Identity Scale and the Questionnaire on Influencing Factors of Primary and Secondary School Teachers’ Professional Identity. The influences of different school factors on teachers’ professional identity were investigated from four dimensions:professional values,role values,professional belonging,and professional behavior tendency. The results show that the professional identity of teachers in the period of compulsory education in Beijing is generally at a high level. The correlation between different school factors and each dimension of teacher professional identity is different,and different school factors have different predictive effects on different dimensions of teacher professional identity.Among them,teacher field,teaching mood,development platform,colleague relationship and other school factors have a high positive predictive power to the multiple dimensions of teacher professional identity,compared with“hardware”factors such as physical environment of school,“software”factors such as teacher’s field,teaching mood,teaching achievement and the recognition and cooperation relationship with leaders,colleagues and students are more direct predictors of teacher’s professional identity. It is suggested to enrich the school culture construction,build the school development platform,optimize the school evaluation system,improve the welfare situation of teachers,and create a good system environment for the development of teachers’ professional identity.