高职教师社会地位的自我感知及其影响因素——基于扎根理论的探索性研究

Self-perception of Higher Vocational Teachers’Social Status and Its Influencing Factors——An Exploratory Study Based on Grounded Theory

提升高职教师社会地位的自我感知是类型教育背景下促进高等职业教育高质量发展的迫切需要。以36名高职教师为研究对象,采用深度访谈方式收集原始资料,按照扎根理论方法步骤,借助NVivo12软件对数据进行程序化编码,融合刺激—机体—反应(SOR)框架,构建高职教师社会地位自我感知的影响因素理论模型。研究发现:内在状态对高职教师社会地位的自我感知有直接影响;个人因素、工作环境与社会环境是刺激因素,以内在状态为中介,作用于高职教师社会地位的自我感知。提升高职教师社会地位自我感知的启示为:改善个人条件,提升自身综合素质;改善工作环境,塑造积极校园生态;改善社会环境,营造技能成才氛围;关注内在状态,强化以师为本理念。

It is urgently to improve the self-perception of higher vocational teachers’social status in order to promote the high-quality development of higher vocational education in the context of type-based education.Taking 36 higher vocational teachers as the research objects and mainly used in-depth interviews to collect primary data.Following the steps of the grounded theory methodology,the data were programmatically coded with the help of NVivo12 software,and the Stimulus-Organism-Response(SOR)framework was integrated to construct a theoretical model of the influencing factors on the self-perception of the social status of higher education teachers.It was found that intrinsic perception has a direct influence on the self-perception of higher vocational teachers’social status;personal factors,work environment and social environment are stimuli that act on the self-perception of higher vocational teachers’social status mediated by intrinsic perception.Enhancing the self-perception of the social status of higher vocational teachers is inspired by the following:improving the personal conditions and upgrading their comprehensive quality;improving the working environment and shaping a positive campus ecology;improving the social environment and creating an atmosphere of skill achievement;and injecting the inner state and strengthening the concept of teacher-centeredness.