教师认知视角下中小学积极教师文化状况的调查——基于娄底市及周边区域318例中小学教师的调研

An Investigation on the Positive Culture of Primary and Middle School Teachers from the Perspective of Teachers Cognition

以湖南省娄底市及周边区域318例中小学教师为调查对象,采用自编的基于教师认知视角的《积极教师文化问卷》和《自我心理弹性量表》(均为正向计分),运用差异比较法和相关分析法,考察城乡中小学校积极教师文化的状况及其与心理弹性的关系。研究发现:教师认知视角下的学校,其积极教师文化的总体情况较好;在性别、年龄、学历、职称和所在学校层级这5项人口学变量上,积极教师文化均存在一定显著性差异;积极教师文化4个维度、总体均分都与教师心理弹性之间呈显著正相关;教师认知视角下的学校,《积极教师文化问卷》能够较好地评估教师心理弹性水平。研究结果提示,中小学积极教师文化的理论建构实践建构应被进一步探索,以促进中小学教师积极心理品质的发展。

Taking 318 primary and middle school teachers in Loudi as subjects,this study applies the self-made positive teacher culture questionnaire based on teachers′cognition and self-resilience scale(both are positive scores);using the method of difference comparison and Correlation Analysis,this paper investigates the status of positive culture of teachers in primary and secondary schools in urban and rural areas and its relationship with psychological resilience.The results show that the positive culture of school teachers based on teachers′cognition is good in general,and there are significant differences in gender,age,educational back-ground,professional title and school at different levels;the four dimensions and the average score of teachers′positive culture are positively correlated with teachers′mental flexibility;the questionnaire of teachers′positive culture based on teachers′cognition can predict teachers′mental flexibility.The results suggest that the theoretical and practical construction of the positive culture of prima-ry and secondary school teachers should be further explored to promote the development of their positive psychological quality.