陕西中小学教师对学校心理服务的期望与评价

The expectation and evaluation of psychological service by secondary and primary school teachers in Shaanxi

目的:了解中小学教师对学校心理服务提供者工作的期望及评价。方法:采用自编学校心理服务情况调查问卷对陕西省77所305名中小学教师进行调查。结果:①教师期望学校心理服务提供者完成的心理服务活动与对学校心理服务提供者实际完成的心理服务活动质量评价上存在差异(t=-19.756,P<0.001);②有与无学校心理服务提供者的学校教师在对学校心理服务的期望值上的差异显著(t=3.215,P<0.001);③学校心理服务提供者实际完成最好的工作是以学生为中心的活动和咨询活动(满意度分别为63.2%和64.0%);④学校获得心理服务的时间与对教师个人问题的系统辅导之间相关性显著(χ~2=14.331,P<0.05);⑤以学生为中心活动因子总分与教师的年龄(F=4.774,P<0.01)、教龄(F=2.885,P<0.05)、学校规模(F=3.311,P<0.01)、学校位置(F=11.114,P<0.001)、学校类型(F=5.399,P<0.01)之间均呈显著相关;咨询活动因子总分与教师的年龄(F=2.938,P<0.05)、学校规模(F=2.757,P<0.05)、学校位置(F=6.938,P<0.001)、学校类型(F=5.134,P<0.01)、学校开展心理服务的年限(F=4.187,P<0.05)、学校心理服务提供者聘用类型(t=3.044,P<0.01)之间均呈显著相关;系统辅导因子总分与教师的年龄(F=3.199,P<0.05)、学校规模(F=3.833,P<0.01)、学校位置(F=9.145,P<0.001)、学校类型(F=5.164,P<0.01)、学校开展心理服务的年限(F=3.886,P<0.01)、学校心理服务提供者聘用类型(t=2.979,P<0.01)之间均呈显著相关;错误观念因子总分与教师的年龄(F=4.098,P<0.01)、教龄(F=2.800,P<0.05)、学校规模(F=3.889,P<0.01)、学校位置(F=9.808,P<0.001)、学校类型(F=4.601,P<0.01)、学校开展心理服务的年限(F=5.186,P<0.01)、学校心理服务提供者聘用类型(t=3.478,P<0.01)之间均呈显著相关。结论:陕西中小学教师对学校心理服务的期望与学校实际提供的心理服务存在差异,并且,其期望受年龄、教龄、学校规模、学校位置、学校类型、开展心理服务年限以及学校是否有心理服务提供者的影响。

Objective:To understand the expectations and evaluation of primary and secondary school teachers about the work of school psychological service providers.Methods:A self-compiled questionnaire was used to investigate 305 primary and secondary school teachers in 77 schools in Shaanxi Province.Results:① The psychological service activities which was expected to provide by the school psychological service providers were different from those which were actually provided by the school psychological service providers(t=-19.756,P<0.001).②The expectations of school teachers were significant different between whether there was apsychological service provider in school(t=3.215,P<0.001).③The best jobs that school psychological service providers had actually done were activities and counseling activities towards students(Satisfaction rates:63.2% and 64.0%);④The correlation between the time of obtaining psychological service and the system guidance for teachers’ personal problems was significant(χ~2=14.331,P<0.05);⑤The student-centered activities factor total score and teacher’s age(F=4.774,P<0.01),teaching experience(F=2.885,P<0.05),the school scale(F=3.311,P<0.01),the school location(F=11.114,P≤ 0.001),school type(F=5.399,P<0.01)were significantly correlated;the total score of counseling activities and teachers’ age(F=2.938,P<0.05),school size(F=2.757,P<0.05),school location(F=6.938,P<0.001),school type(F=5.134,P<0.01),the number of years of psychological service provided by the school(F=4.187,P<0.05),and the type of employment of school psychological service providers(t=3.044,P<0.01)were significantly correlated;The total score of system tutoring factors and teacher’s age(F=3.199,P<0.05),school size(F=3.833,P<0.01),school location(F=9.145,P≤0.001),school type(F=5.164,P<0.01),the number of years of psychological service provided by the school(F=3.886,P<0.01),and the type of employment of school mental service providers(t=2.979,P<0.01)were significantly correlated;The total score of misconceptions and teacher’s age(F=4.098,P<0.01),teaching age(F=2.800,P<0.05),school size(F=3.889,P<0.01),school location(F=9.808,P≤0.001),school type(F=4.601,P<0.01),school years of psychological service(F=5.186,P<0.01),school psychological service provider type of employment(t=3.478,P<0.01)all were significantly related.Conclusion:Shaanxi primary and secondary school teachers’ expectations of school psychological services are different with the actual psychological services provided by schools,and their expectations are influenced by age,teaching age,school size,school location,school type,length of service and whether the school has psychological service providers.