中小学教师职业幸福感调查

An Investigation into the Occupational Well-Being of Chinese Schoolteachers

向往、追求、获得并享有职业幸福,既是教师专业发展的重要维度,也是教师职业生活的基本权利。持续推进教师职业幸福感提升,既是党和政府教师教育政策的价值取向与关注重点,也是国家、社会和家庭在尊师重教传统文化规约下的殷切期望,更是面向2035年教育现代化远景目标追求中教育研究领域里的重点热点。基于31个省市(包括22个省、5个自治区和4个直辖市)33 590名中小学教师的调查发现,我国中小学教师职业幸福感发展态势表现为,总体水平较高,横向静态维度不均衡,纵向动态发展曲折向上。教师职业幸福感,乐观中存在美好"隐忧",高尚中包含"想说爱你不容易",高幸福指数中有"点阵塌陷",价值追求中现"道德绑架",薪酬待遇含蓄诉求中暗示教育政策实施"衰减"。提高专业胜任力、塑造专业尊严、给予专业保障、强化专业地位、加强专业规约,是提升教师职业幸福感的战略举措。

To desire,pursue,achieve and enjoy occupational well-being is not only an important dimension of teachers’ professional development,but also a basic right to their professional life. Promoting teachers’ occupational well-being is the value orientation and the focus of teacher education policies made by the CPC and the Chinese government,an ardent expectation from the country,society and families under the traditional culture of respecting teachers,and a significant hot topic in the field of educational research in China’s pursuit of the long-term goal of education modernization by 2035. This study,based on a survey of 33590 Chinese schoolteachers from 31 provinces and cities(including 22 provinces,5 autonomous regions and 4 centrally-administered municipalities),shows that Chinese schoolteachers display a high level of occupational well-being,but a pattern of horizontally imbalanced and vertically tortuous development. This reveals that Chinese schoolteachers’ occupational well-being features hidden worries contained in optimism,a noble profession hard to be loved,a high happiness index containing "imbalanced indicators," "moral kidnapping" contained in the pursuit of value,and an implicit demand for a higher salary implying the ineffective implementation of educational policies. To improve schoolteachers’ occupational well-being,we need to improve their professional competence,shape their professional dignity,provide professional security,and strengthen their professional status and regulations.