班主任的主观幸福感水平

IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Mehmet Özcan
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引用次数: 0

摘要

本研究旨在采用混合研究法中的解释性顺序设计方法,揭示班主任的主观幸福感水平。在研究的定量部分,根据性别、年龄、工作地区、专业经验、教育状况和所教年级等变量对班主任的主观幸福感水平进行分析;在定性部分,采用现象学方法进行设计,根据学校参与和教学效能这两个子维度对班主任的主观幸福感水平进行考察。在定量研究部分,有 340 名参与者,采用了教师主观幸福感问卷;在定性研究部分,有 27 名参与者,根据学校参与和教学效能这两个子维度考察了他们的主观幸福感水平。虽然参与者的主观幸福感水平在就业地区、教育状况和任教年级等变量上没有显著差异,但在年龄和专业经验等变量上却有显著差异。此外,参与者还表示,影响学校参与度的因素分别是职业承诺、责任、工作环境、被重视、被尊重、归属感和良知。对他们的教学效能产生积极影响的方面分别是领域和教学知识、沟通、技术和课堂管理,而对他们的教学效能产生消极影响的方面是教学知识、沟通、课堂管理和备课。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Subjective well-being levels of classroom teachers

This research aims to reveal the subjective well-being levels of classroom teachers with the explanatory sequential design method of mixed method research. In the quantitative part of the study, the subjective well-being levels of the classroom teachers were analysed according to the variables of gender, age, region of employment, professional experience, educational status and grade level taught, and the qualitative part was designed with the phenomenology method and examined according to the sub-dimensions of school engagement and teaching efficacy. In the quantitative part of the study, there were 340 participants, and the Teacher Subjective Well-being Questionnaire was used, while in the qualitative part, 27 participants were included, and the subjective well-being level was examined according to the sub-dimensions of school engagement and teaching efficacy. While the subjective well-being levels of the participants did not differ significantly according to the variables of the region of employment, educational status and grade level taught, they differed significantly according to the variables of age and professional experience. In addition, the participants stated that the factors affecting school engagement were professional commitment, responsibility, working environment, being valued, being respected, belonging and conscience, respectively. The areas that positively affected their teaching eff icacy were field and pedagogical knowledge, communication, technology and classroom management, respectively, and those that negatively affected their teaching efficacy were pedagogical knowledge, communication, classroom management and lesson planning.

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来源期刊
European Journal of Education
European Journal of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.50
自引率
0.00%
发文量
47
期刊介绍: The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.
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