我国特岗教师职业认同研究的元分析

A Meta Analysis of Gender,Teaching Period and Educational Background Differences in Professional Identity of Special Post Teachers

采用元分析技术考察我国特岗教师职业认同现状以及与性别、任教学段、学历的关系。在中国知网等数据库以“特岗教师”和“职业认同”为关键词检索2009年1月-2021年5月的相关文献,共筛选其中17篇文献、2755名特岗教师纳入研究。采用随机效应模型进行数据处理,得到以下结果:(1)我国特岗教师职业认同的整体处于较高水平;(2)特岗教师职业认同与性别、任教学段相关显著,与学历相关不显著;(3)男性特岗教师的职业认同水平低于女性特岗教师,小学及以下学段特岗教师的职业认同水平高于小学以上学段特岗教师;(4)特岗教师职业认同与性别、任教学段不受调查地域、测量工具、出版时间的调节。

This paper uses meta-analysis technology to investigate the status quo of professional identity of special post teachers in China and its relationship with gender,teaching period and educational background.In CNKI and other databases,"special post teachers"and"professional identity"were used as keywords to search the relevant literature from January 2009 to may 2021.A total of 17 articles and 2755 special post teachers were selected for the study.The results are as follows:(1)the overall level of professional identity of special post teachers in China is at a high level;(2)The professional identity of special post teachers is significantly correlated with gender and teaching period,but not with education background;(3)The professional identity level of male special post teachers is lower than that of female special post teachers,and the professional identity level of primary school and below special post teachers is higher than that of primary school and above special post teachers;(4)Professional identity,gender and teaching period of special post teachers are not regulated by survey area,measurement tools and publishing time.