中小学教师职业倦怠的现状及相关因素研究

采用修订的Maslach教师职业倦怠问卷对647名中小学教师进行了调查,结果表明: (1)我国教师的职业倦怠整体程度不高,但与我国护士和美国教师相比,其个人成就感明显偏低。(2)男女教师的情绪衰竭和非人性化程度无显著差异,女教师成就感显著高于男教师。 (3)中专学历的教师的情绪衰竭感显著低于大专和本科学历的教师。 (4)小学教师的个人成就感显著高于中学教师,而非人性化程度明显比中学教师低,高中教师比小学和初中教师具有更强的情绪衰竭感。 (5)教龄为5-10年的小学教师和教龄为11-20年的中学教师,最易出现情绪衰竭感。(6)教龄在5年内的初中男教师和教龄在11-20年的初中女教师,可能是职业倦怠的高发人群。     

教师教学认知偏差的调查研究

通过对846名教师进行“教师教学认知偏差问卷”调查发现,所调查的教师在教学对象等10个教学因子方面均存在不同程度的认知偏差,这些认知偏差之间均存在着非常显著性相关。同时发现教师在教学诸因子方面的认知偏差存在性别、类型、任教的学校层次及教龄等方面的显著性差异,其中在整个教学因子上,女教师的教学认知偏差要好于男教师,教龄在1～5年的教师的教学认知偏差要好于教龄在16—20年及20年以上的教师;在绝大多数因子方面,教学优秀教师的认知偏差要好于一般普通教师;在部分教学因子上,小学和高校教师的认知偏差分别要好于初中和高中教师,教龄在6～10年段和11～15年段的教师的认知偏差均好于教龄在16～20年及20以上的教师。     

An examination of project aware: The effects on children's attitudes toward themselves,others, and school

The purpose of this study was to determine the impact of Project AWARE on children's attitudes about themselves, peers, teachers, principals, and school. Data were collected on children's sex, race, stanine score on achievement tests, and pretest performance in order to determine the differential effects of the treatment. Eighty students were included in the study, 40 in the experimental group and 40 in the control group. All were from fourth and fifth grade classrooms. The major findings were that children involved in the program achieved greater personal adjustment and accepted responsibility for negative outcomes in social situations (internal control). White children scored higher in personal and social adjustment. Black children evidenced more positive attitudes toward school. Girls scored significantly higher than boys on the social adjustment subtests and attitudes toward peers. Black children in the control group had less positive attitudes toward teachers than white children in the experimental group     

新课程背景下上海市中小学教师职业角色认同的研究

本研究是在了解新课程背景所倡导的教师角色的基础上,对教师职业角色认同状况的调查和分析。结果发现：教师在职业角色认同上可以分两个组：“高认同组”和“一般认同组”。在调查的十个教师职业角色中,“教师是文化的传播者”;“教师是学生学习能力的培养者”;“教师是学生人生的引路人”处于角色认同排序的前三位,“教师是专家”、“教师是教育家”、“教师是社区型的开放的教师”处于排序的后三位,其余“教师是教育教学的研究者”;“教师是学生的心理顾问”;“教师是课程的建设者和开发者”和“教师是学者”居中。教师所处的学校类型、教师性别和是否担任行政职务,在职业角色认同上有非常显著和显著的差异。小学教师的职业角色认同要高于初中教师,初中教师又高于高中教师。女教师的职业角色认同要高于男教师。学校行政领导的职业角色认同要高于普通教师。     

Attitude of the two religious groups towards family planning

40 Muslim and 50 Hindu male high school teachers, working in the interior parts of the districts of Gaya and Shahabad in India, filled out questionnaires designed to determine attitudes toward family planning. All were married and had more than 1 child. They were ages 26-48. The Hindus were found to have significantly more favorable (p less than .05) attitudes toward family planning than the Muslims. If the statistics reflect reality, it is no wonder the birth rate among Muslims is much higher in India. Both Muslim and Hindu teachers were grouped according to age (below 35 years or above 35 years). While the younger Hindus had significantly more favorable (p less than .05) attitudes toward family planning than the older Hindus, the younger Muslims had only slightly more favorable attitudes (nonsignificant) toward family planning than the older Muslims.     

教师工作投入:结构与影响因素的研究

为研究区分教师工作态度的一个重要变量——工作投入,采用自编教师工作投入量表对432名小学教师进行了测查。研究结果表明:教师工作投入由工作重要性、工作乐趣和工作专注等三个因素构成;性别、教龄和从教原因对教师的工作投入有显著影响;女教师的工作投入高于男教师;随教龄增长,教师工作投入水平呈“波浪型”上升趋势;把“教师”作为理想职业的教师在工作投入上显著高于其他原因从教的教师,别无选择才当教师的人工作投入水平最低。     

中学教师自我概念的特点研究

目的:探讨中学教师自我概念的特点。方法:采用自编“中学教师自我概念问卷”对448名中学教师进行调查。结果:(1)初高中教师自我概念水平基本相同,重点高中教师的工作自我高于普通高中教师,生理自我低于普通高中教师。(2)中学男教师社会心理自我和生理自我高于女教师,道德自我低于女教师。(3)中学乡镇教师工作自我高于城市教师。(4)中学教师在社会心理自我、工作自我、生理自我方面表现出教龄的差异性,并呈现出一定的规律:随着教龄的增长,自我概念的发展是先下降,然后逐步回升。     

Differences in child rearing attitudes between immigrant Chinese mothers and Anglo-American mothers

In order to explore cultural differences in child rearing attitudes, we studied 30 Anglo-American mothers and 30 immigrant Chinese mothers in the US, together with their preschool children and the children's teachers. Mothers completed a measure of child rearing attitudes, children were assessed for perceived competence, and teachers rated children's competence. Results showed that immigrant Chinese mothers were more authoritarian overall, as expected from previous research, but that they also were more likely to encourage independence and demand maturity from their children. Chinese-American children scored higher than Anglo-American children on cognitive competence, and their cognitive competence was related to authoritarian child rearing. The results are discussed in the context of Confucian and American cultural values. © 1998 John Wiley & Sons, Ltd.     

Secondary school teachers' attitudes towards and beliefs about ability grouping

Background: Internationally and historically considerable research has been undertaken regarding the attitudes of secondary school teachers towards different types of ability grouping. There has been no recent research taking account of the changing educational context in the UK. Aims: This paper aims to explore secondary school teachers' attitudes and beliefs about ability grouping taking account of school type, gender, experience and qualifications. Sample: The sample comprised over 1,500 teachers from 45 schools divided into three groups based on their ability grouping practices in years 7‐9 (the students were aged 11‐14). The sample included all the lower school teachers of mathematics, science and English and a random sample of teachers from other subjects in each school. Methods: Teachers responded to a questionnaire which explored their attitudes towards ability grouping through the use of rating scales and open‐ended questions. Results: The findings showed that the teachers' beliefs broadly reflected research findings on the actual effects of ability grouping, although there were significant differences relating to the type of school they taught in and the subject that they taught. Separate analysis of school types showed that length of time teaching, individual school differences and teacher qualifications were also significant predictors of attitudes. Conclusions: Teachers' beliefs about ability grouping are influenced by the type of groupings adopted in the school where they work, the subject that they teach, their experience and qualifications. As pedagogical practices are known to be influenced by beliefs these findings have important implications for teacher training.     

Predictors of school engagement among same-sex and heterosexual adoptive parents of Kindergarteners

Little research has explored parental engagement in schools in the context of adoptive parent families or same-sex parent families. The current cross-sectional study explored predictors of parents' self-reported school involvement, relationships with teachers, and school satisfaction, in a sample of 103 female same-sex, male same-sex, and heterosexual adoptive parent couples (196 parents) of kindergarten-age children. Parents who reported more contact by teachers about positive or neutral topics (e.g., their child's good grades) reported more involvement and greater satisfaction with schools, regardless of family type. Parents who reported more contact by teachers about negative topics (e.g., their child's behavior problems) reported better relationships with teachers but lower school satisfaction, regardless of family type. Regarding the broader school context, across all family types, parents who felt more accepted by other parents reported more involvement and better parent–teacher relationships; socializing with other parents was related to greater involvement. Regarding the adoption-specific variables, parents who perceived their children's schools as more culturally sensitive were more involved and satisfied with the school, regardless of family type. Perceived cultural sensitivity mattered more for heterosexual adoptive parents' relationships with their teachers than it did for same-sex adoptive parents. Finally, heterosexual adoptive parents who perceived high levels of adoption stigma in their children's schools were less involved than those who perceived low levels of stigma, whereas same-sex adoptive parents who perceived high levels of stigma were more involved than those who perceived low levels of stigma. Our findings have implications for school professionals, such as school psychologists, who work with diverse families.     

Catholic scaled values according to the Allport, Vernon and Lindzey Study of Values in relation to the 1970 national high school norms: grades 10-12.

Utilizing the Allport, Vernon and Lindzey Scale of Values, six scale values: Theoretical, Economical, Aesthetic, Social Political and Religious were measured. The subjects were in grades 10-12 of seven Greater Cincinnati Catholic High Schools (N = 205) and one public high school (N = 43), tested as a potential control. The scores were compared to 1970 national norms (N = 12,616) with added intra-comparisons between male and female scores. It was shown that local Catholic subjects scored significantly higher than the national general norms on the Aesthetic and Social values and significantly lower on the Theoretical, Economic and Religious values. This pattern was identical for both the Catholic males and females. In addition, the local males scored significantly higher than the local females on the Theoretical value and significantly lower on the Aesthetic and Social values. And, the local public control high school scored significantly higher on the Aesthetic value and significantly lower on the Theoretical value.     

The Association Between Female College Students' Reports of Depression and Their Perceptions of Parental Attitudes Regarding Gender

This study related female college students' ( n = 377) reports of symptomatology to their reports of parental attitudes suggesting limitations inherent in being female. Young women completed a scale measuring their perceptions that their fathers would have been prouder of them if they were male, and a scale measuring their distress over the limitations experienced by their mothers. Respondents who scored high on either scale exhibited much higher prevalence than other respondents of self-reported depression accompanied by anxiety, somatic symptoms including headaches, insomnia, dyspnea, fatigue, disordered eating, and poor body image/preference for thinness (labeled anxious somatic depression ). Compared to men ( n = 191), women exhibited much higher prevalence of anxious somatic depression, but not higher prevalence of depression unaccompanied by the other symptoms.     

Therapeutic attitudes and practice patterns among psychotherapy trainees in Germany

Aim: This study aims to explore if and how values and attitudes from trainees of different psychotherapeutic schools vary during training. Another aim has been to evaluate the extent of their therapeutic self-confidence during training. Methods: In a cross-sectional study, 171 trainees in German institutes with different theoretical orientations (Psychoanalysis – PA, Psychodynamic Therapy – PT and Cognitive Behavioral Therapy – CBT) participated. Results are reported for two questionnaires: Therapeutic-Attitudes-Candidate-Version (ThAT-CV) and Work-Involvement-Scales (WIS). Results: Therapeutic attitudes showed significant differences between trainees with different theoretical orientations but no significant difference between different levels of training within the same school. Whereas the PA and CBT trainees endorsed contrasting attitude profiles, the PT group displayed less differentiated attitudes in between those contrasts. Most trainees experienced their psychotherapeutic practice as challenging, and Stressful Involvement in therapy sessions was lower with more years in training. Female trainees reported more Healing Involvement and felt more competent in general than their male colleagues. Self-reported competence was higher the more congruent the trainees’ attitudes with their school's theoretical orientation. Conclusions: The ThAT-CV discriminates significantly between trainees of different therapeutic schools. Our sample demonstrates high identification with attitudes belonging to their theoretical orientation. This may account for high ratings of self-reported therapeutic competence. Attitudes seem to be formed before training and change little thereafter. Less differentiated attitudes may explain PT-trainees’ higher levels of Stressful Involvement.     

Initial parenting attitudes of pregnant adolescents and a comparison with the decision about adoption

The Adult-Adolescent Parenting Inventory was used to examine the initial parenting attitudes of a sample of pregnant adolescents. In addition, the attitudes about parenting were correlated with the decision of the adolescent to either keep or place the baby for adoption. Pregnant adolescents scored significantly lower on the "expectations for children" construct than all groups of controls. They scored significantly higher than adolescent controls on the "empathy" construct but lower than the adult controls. On the "corporal punishment" construct, they scored significantly lower than nonabused adolescent controls but were similar to abused adolescent controls. On the "role-reversal" construct, they scored significantly higher than abused adolescent controls, lower than adult controls, and about the same as nonabused adolescent controls. Adolescents who placed their babies had significantly lower scores on the role-reversal measure, but the differences between keepers and placers on the expectations, empathy, and corporal punishment dimensions were not significant. The results are discussed in terms of (1) the areas where attitudes about parenting are below appropriate levels, (2) the possibility of competent teenage mothers, and (3) the groundwork necessary for preparing adolescents for parenthood should they elect to keep their babies.     

Prevalence of bulimic behaviors and trends in eating attitudes among Turkish late adolescents

The eating attitudes and the prevalence of bulimic behaviors in a group of 300 late adolescents were investigated using the key questions from the Bulimia Investigatory Test, Edinburgh (BITE), and additional questions. Only four subjects (1.3%) scored above the cut-off point on the BITE, and prevalence rates of males and females were the same. Results showed that higher symptom scale scores were associated with the emergence of binge eating behavior and high energy intake. Females were less likely than males to see themselves as normal eaters and more likely to feel "miserable" when they binge. Higher score groups evidenced more dieting behavior than other groups and also more abnormal eating behavior. It was concluded that the prevalence of bulimic behaviors in Turkish late adolescents was low, but there was an increasing risk since they share Western ideals of slimness and engage in dieting.     

Teacher Attitudes towards the Inclusion of Children with Mild Hearing Impairments into the Regular School Settings

The study examined the attitudes of a sample of Zimbabwean teachers towards the inclusion of children with mild hearing impairments. Two hundred and forty-six primary school teachers participated in the study. The teachers completed the modified Attitude Toward Mainstreaming Questionnaire (ATMQ) (Larrivee & Cook, 1979). In addition, they also completed four measures on implementation concerns of inclusive education of children with mild hearing impairments (i.e., academic, management, social, and knowledge concerns). Analysis related the scores from these four measures to teachers' attitudes, school type, class sizes, professional qualifications and position in the school. Compared with teachers with lower professional qualifications, teachers with higher professional qualifications had more favourable attitudes towards children with hearing impairment. Teachers who taught at ordinary schools with special needs resource units had more favourable attitudes towards students with hearing impairment than those at schools without such units. Resource unit teachers welcomed social inclusion of children with mild hearing impairments. School administrators were concerned about the practice of including children with hearing impairments in regular school setting before inducting teachers.     

Are juvenile offenders extreme future discounters?

It has been the prevailing view that young offenders are more present oriented than their peers, but this view has little empirical basis other than the actions that have defined these youth as offenders. In the present study, we used a decision task with actual monetary consequences to assess the tendency of young offenders and a control group of high school students to discount the future. The young offenders were not significantly different from the students in discounting the future, even though the young offenders scored significantly higher on a sensation-seeking personality scale, were less likely to have lived with their fathers, and had changed schools more often. Young offenders and control participants were also similar in the extent to which they manifested a clear vision of the future by anticipating which future milestones would occur sooner, in a task pairing milestones with each other and with year markers.     

A Comparison of Personal Project Motives in Three Age Groups

This study examined the extent to which adolescents systematically perceive a discrepancy between private and group norms about the acceptability of bullying and examined the association between norm estimation and actual bystander behavior. Ninety-one 8th graders (42 male and 49 female) described their personal attitudes about bullies and victims as well as their perceptions of their classmates' attitudes. Teachers rated adolescents' participant roles during bullying episodes at school. Results provided support for the premise that teens systematically perceive their peers to hold less prosocial views (e.g., to be more tolerant of bullies, less empathic toward victims, and less inclined to believe they have a responsibility to protect victims) than they themselves do. This tendency to perceive oneself as “out of step” with the group (i.e., pluralistic ignorance) was particularly salient among girls. In addition, there was a significant association between perceived self–other discrepancy in attitudes toward bullying and adolescents' actual bystander behavior when confronted by peer harassment. The more students viewed themselves as out-of-step with group norms about bullying, the higher their teacher-rated scores on passive bystander behavior. Potential implications of these findings and future directions are discussed.     

Personal and Professional Boundary Attitudes and Effective Group Leadership in Classrooms

The influence of personal boundary orientation (Boundary and Fusion dimensions of the Personal Boundary Questionnaire) and views on classroom boundary regulation (Classroom Boundary Questionnaire) on effective group leadership was studied by observation in classrooms of 8 male and 22 female elementary school teachers. A preference for higher personal boundaries was associated with a preference for greater regulation of classroom boundaries, which was in turn associated with less boundary-related activity in the classroom. Classrooms with less boundary-related activity had less active deviancy (all correlations p < .05). Tendencies toward fusion were not associated with differences in classroom management attitudes or behavior, but teachers with greater fusion tendencies had classrooms with less work involvement and a social climate characterized by more competition and friction (My Class Inventory scales). Personal and professional boundary attitudes helped to account for differences among teachers as effective group managers.     

Finnish Teachers’ Attitudes About Muslim Students and Muslim Student Integration

Although there is much discussion of educational needs and how to integrate Muslim students into modern Western contexts, there is a shortage of research on teachers’ attitudes about these issues. Finland offers a particularly interesting context for research, given its relatively new, small, yet rapidly growing Muslim population, its prominence of negative attitudes to visible religiosity, and its official policy of multiculturalism. This article presents the results of a quantitative study of Finnish teachers’ attitudes to Muslim students and to their integration into Finnish schools. A nonprobability sample of Finnish preservice and practicing teachers (N = 864) was surveyed and the resulting data analyzed with exploratory factor analysis, t‐tests, and ANOVA. The results indicate that Finnish teachers consider learning about general democratic values important, but their attitudes to dealing with Islam and Muslims are not quite as positive. However, previous involvement with other cultures indicated more positive attitudes among preservice teachers. Female teachers and practicing teachers were more oriented toward the teaching of commonality, and teaching at a more advanced level indicated more positive attitudes to Muslims and Muslim integration.