不同地域普惠性民办园教师职业生存状态比较研究——基于詹姆斯自我理论的视角

Comparative Study on Teachers’Occupational Survival State in Generally Beneficial Private Kindergartens in Different Areas——Based on the Self Theory

教师职业生存状态指以职业实践为背景,教师所持有的物质和精神条件相互作用形成的综合体。教师生存状态影响教师对职业的认同进而影响教师的职业行为。研究依据威廉·詹姆斯自我理论,将教师生存状态分为物质自我、社会自我和精神自我三个维度,并依此编制《普惠性民办园教师生存状态调查问卷》。研究以781名普惠性民办园教师为研究对象,对乡村、镇区和城区普惠性民办园教师生存状态进行比较研究。研究从城乡环境差异、区域内公立园发展不均衡和师资稳定性三个角度分析不同地域普惠性民办园教师生存状态差异的原因。基于现状与原因分析,研究从教育主管部门、幼儿园和教师个人三个方面提出改进普惠性民办园教师生存状态策略。

The study divided teachers’occupational survival state into three aspects-material self,social self and spiritual self according to the Self Theory proposed by William James and made a questionnaire based on this topic.The study got 781 valid samples from generally beneficial private kindergarten teachers who were invited to complete the questionnaire.It compared the occupational survival state of teachers from the village,township and urban areas and probed into the causes for the differences in occupational survival states of teachers,which was mainly attributed to three factors:environmental variation in different regions,the disproportion of public preschool education and the stability of teacher team.Based on this analysis,it put forward the strategies to improve teachers’occupational survival state ingenerally beneficial private kindergartens from the government department,the kindergarten and the teacher.