PTSD与PTG的关系：来自教师群体的追踪研究证据

采用追踪研究的方式,在汶川地震后一年和一年半两个时间点,对极重灾区的116名中小学教师进行问卷调查,通过建立交叉滞后模型,探讨其创伤后应激障碍（PTSD）和创伤后成长（PTG）在时间进程中的相互关系。结果显示：（1）震后一年和一年半的教师,其PTSD水平较低,PTG水平中等,两者具有一定稳定性;（2）在同一个时间点上,PTSD和PTG的相关不显著;（3）震后一年的PTG能显著负向预测震后一年半的PTSD,而震后一年的PTSD不能显著预测震后一年半的PTG。成长对于长期的创伤后负性应激降低有积极作用,可采用积极的视角来进行心理重建。     

对付出-回报失衡理论的推进——基于经济报酬对教师心理健康的影响

付出-回报失衡作为职业健康心理学领域的重要模型,具有跨文化、跨职业、跨时间的一致性,能够显著预测心理健康,但经济报酬对心理健康的影响鲜有研究。本研究基于付出-回报失衡理论,采用格兰杰因果分析方法,检验了48712名教师症状自评量表横断历史分析的结果和薪酬统计数据之间的关系,研究发现:(1)1998~2009年教师心理健康水平显著下降,9个因子均值上升了12.7%至18.5%,躯体化、抑郁为中等效应,其余因子为大效应;2009年之后教师心理健康水平改善,除敌对因子外,其余8个因子均值下降了0.1%至2.8%,躯体化、恐怖、偏执和精神病性为小效应,其余4个因子未达到小效应。性别对教师心理健康影响不显著,职业类别对教师心理健康影响显著。(2)经济报酬显著影响心理健康。经济报酬与强迫等心理因素之间存在单向因果关系,第N期的经济报酬显著影响第N+1期的人际关系、焦虑、敌对、精神病性因子和第N+3期的强迫、偏执、抑郁因子。本研究应用症状自评量表横断历史分析结果及薪酬统计数据进行格兰杰因果检验,揭示了经济报酬与心理健康之间的单向因果关系。在经济社会发生剧烈变化的较长时间内,经济报酬对心理健康的影响不仅显著,而且呈现出平稳性,研究结果推进并丰富了付出-回报失衡理论。     

Teacher identified giftedness qualities in a Ghanaian school setting: A brief report

This study explored the nature and indicators of giftedness in school children from the perspective of Ghanaian school teachers (n?=?30, females?=?40%; age range?=?24 to 60years). The teachers responded to semi-structured interviews. Results from thematic analysis of the data revealed that teachers perceive giftedness to be domain-specific and mostly identified by teachers during instruction of the learners. The teachers were of the view that parents/guardians of the learners are less helpful in the identification of giftedness in their children, as compared to teachers. The findings have some implications for giftedness research in Ghana and beyond.     

The therapeutic effect of peace counselling among Nigerian secondary school teachers

This study examines the therapeutic effect of peace counselling among Nigerian secondary school teachers. 450 Nigerian secondary school teachers voluntarily participated in this study; 225 teachers (103 male and122 female) were used as control group while 225 teachers (103 male and 122 female) were exposed to peace counselling. Those in the treatment group participated in smaller groups made up of 25 teachers each. The teachers in the control group were also given peace counselling after the completion of the study. Two research questions were raised to guide the direction of the study. Teaching related Element of Peace Disturbance Scale (TEPDS) was used as the research instrument to collect pre‐ and post treatment data. Analysis of covariance was employed in the data analysis. The results showed that a significant difference existed between the control and the treatment groups with the latter ascertaining a higher degree of peace than the former. Also a significant difference was recorded between the male and female teachers who were exposed to peace counselling in their expressed peace level. Implications for peace counselling among all teachers functioning at all levels of education and their students were discussed.     

教师职业枯竭研究综述

本文综述了几十年有关教师职业枯竭的研究,介绍了教师职业枯竭的概念、教师职业枯竭的表现维度（情绪衰竭、去人性化、个人成就感降低）、教师职业枯竭的形成过程及不同教师表现出的枯竭类型（精疲力竭型、狂热型、能力富余型）、教师职业枯竭的实证研究（教师与其他行业的职业枯竭的比较研究、教师职业枯竭的人口统计学变量研究、教师职业枯竭与人格因素的关系研究）和研究理论（“付出一回报”不对称理论、枯竭发展“四阶段论”、习得性无助论、共变模型）,探讨了教师职业枯蝎的解决策略等。     

合作学习研究的综述

合作学习(cooperative learning)是目前世界上许多国家都普遍采用的一种富有创意和实效的教学理论与策略体系。文章主要阐述了合作学习的概念、类型、方法,及理论。最后,指出我国合作学习研究出现的问题和未来展望。文章认为强化实验研究、探讨与课堂教学相结合的研究,及重视教师在合作学习的作用是今后该领域发展的主要方向。     

经验合作教学对教师课堂教学影响的实验研究

以"经验合作教学"的校本教师培训的新思路为依据,采用实验组、控制组前后测实验设计,选取初中语文和数学教师共33人,以年级学科组为单位施以为期8个月的经验合作教学干预,运用教育实验法考察经验合作教学对教师课堂教学(包括教学效能感、课堂情绪体验、教学效果)的影响。研究表明:(1)实验学校教师在一般教育效能感和教学效能感两个维度上的得分均较实验前有所提高,且个人教学效能感的提高量大于一般教育效能感;(2)实验学校教师轻松、愉快、满意的积极情绪体验的出现频率提高,失望的消极情绪出现频率降低;(3)实验学校教师在学生评价的课堂教学策略与互动、教学信息的总体把握与反馈两个维度的得分较实验前有所提高。     

中学教师的人格特点研究

采用以“大五因素”人格理论编制的NEO人格问卷修订本(NEO-PI-R),对1005名中学教师五种典型的人格特质及其教师特征因素进行分析。结果表明:中学教师五种人格特质的宜人性和尽责性得分最高,神经质特质得分最低。中老年教师的尽责性特质显著高于年轻教师。从教师特征因素来看,中学教师在人格宜人性方面存在性别差异,25岁以下的高学历教师在人格的开放性上显著高于其他年龄的教师,而不同职称的教师在人格各个特质上均不存在差异。     

Aggression against middle and high school teachers: Duration of victimization and its negative impacts

Prior research indicates that student aggression against teachers is widespread, and it has negative impacts on victimized teachers’ emotional and physical well-being and job performance. However, little is known about the relationship between the recency and duration of victimization and teachers’ thoughts about quitting the teaching profession and related job dissatisfaction and disconnectedness to school. Analyses of data from a longitudinal study of 1,236 US teachers fills these gaps. The study found that many teachers experienced theft/vandalism and sexual harassment victimization that was limited to just 1 year. In contrast, sizeable proportions of teachers experienced verbal abuse and nonphysical contact aggression that occurred over 2 years. Multiple regression analyses showed that teachers who reported recent or multiyear victimization had lower levels of connectedness to school, less job satisfaction, and more thoughts about ending their teaching careers. These results may indicate that unless victimization recurs, negative effects of victimization are contemporaneous and are less likely to persist. Additional research is needed to examine victimization over longer than 2 years, investigate the effects of the frequency of different types of aggression against teachers, and identify school policies and interventions that weaken the connection of victimization to negative outcomes.     

Daily practice of Won-Buddhism: insights from the mind diaries of early childhood teachers in South Korea

This article explores the self-reflection and introspection practised by Korean teachers in early childhood institutions from the perspective of Won-Buddhism. With a phenomenological research methodology, it observes the internalised dialogue experienced by teachers while writing a ‘mind diary’ to reflect on the emotions, thoughts, actions, and relationships they encounter in their daily lives. The findings of data collected and analysed from in-depth interviews and from examining the mind diary writing processes of eight teachers were as follows. First, writing the mind diary enabled teachers to identify their state of mind when they encountered problematic situations. Using the ascetic method of stopping to reflect critically upon the situation and to observe it in context, they recovered their psychological stability and experienced changes in their way of thinking. Second, while writing mind diaries, teachers were able to observe each other’s internalised thoughts and changes in behaviour, which had not been possible for them earlier in their professional lives. On this basis, the processes of practice-oriented teacher education were reconsidered in this study to help teachers develop their abilities to reflect upon and practise these processes in their daily lives.