组织结构对幼儿园初任教师专业自我的影响:教师能动性的中介作用

The Influence of Organizational Structure on the Professional Self of Novice Kindergarten Teachers——The Mediating Role of Teacher Motivation

幼儿园初任教师专业自我是对“我是谁”“我应该是谁”等基本问题的探讨,是保证其顺利度过职业适应期的重要因素。而幼儿园初任教师专业自我形成主要受到教师能动性和外在组织结构的影响。通过对588名工作3年内的幼儿园教师进行组织结构、教师能动性以及幼儿园初任教师专业自我的问卷调查,结果表明:1)幼儿园初任教师能动性和专业自我在年龄、教龄和学历上差异显著;2)教师能动性在组织结构和幼儿园初任教师专业自我关系之间起到部分中介作用:组织结构既可以直接正向预测幼儿园初任教师专业自我,也可以通过教师能动性影响幼儿园初任教师专业自我的形成;3)进一步探索个人能动性和环境能动性的中介效应发现,幼儿园初任教师个人能动性的中介作用大于环境能动性。

The professional self of novice kindergarten teachers is not only the discussion of fundamental issues such as “who am I”and “who should I be”, but also a significant factor for teachers to successfully pass the induction period. And the professional self of novice kindergarten teachers is mainly influenced by teachers’ motivation and external organizational structure.The questionnaire,which surveyed 588 kindergarten teachers in their first three years about the organizational structure, the teacher motivation, and the professional self of novice kindergarten teachers, showed that: 1) There are significant differences between the motivation and the professional self of kindergarten novice teachers in terms of age, years of teaching and educational background;2) Teachers’ motivation plays a mediating role between the organizational structure and the professional self of kindergarten novice teachers: the organizational structure can not only directly and positively predict the self of kindergarten novice teachers, but also influence the formation and development of kindergarten novice teachers’ professional self through their motivation;3) Further exploring the mediating effect of personal and environmental motivation, it is found that the personal motivation of kindergarten teachers has a greater mediating effect than the environmental motivation.