摘要
欠发达地区教师因其所处的自然环境和社会环境不同,带有鲜明的群体特征,研究其职业幸福感对于提升乡村教育质量、促进教育公平具有独特的价值。调查研究发现,欠发达地区教师职业幸福感呈现如下现实图景:欠发达地区乡村教师主观幸福感主要来源于"成就学生";与乡、村教师相比,县、镇教师的职业幸福感偏低;多重不利因素叠加境况致使教师幸福感净值最低;付出—回报失衡与学校支持不够是影响欠发达地区教师幸福感的重要因素。提升欠发达地区乡村教师职业幸福感应采取以下策略:努力使教师建立与新型乡村教育的情感链接;扩大专项补贴,增强乡村教师职业满意感;提升专业公信力,重建乡村教师职业价值感;加强学校支持,点滴累积教师的职业幸福体验。
Teachers in underdeveloped areas have distinct group characteristics due to their different natural and social environments.Studying their happiness is of unique value for improving the quality of rural education and promoting education equity.This paper uses the method of investigation and research to present a realistic picture of teachers’professional well-being in underdeveloped areas.That is,the subjective well-being of rural teachers mainly comes from“achieving students”;professional well-being is low;the superposition of multiple unfavorable factors will result in the lowest net of teachers’well-being;the contribution-return imbalance and little school support are important aspects that affect the well-being of teachers in underdeveloped areas.Strategies to improve the professional well-being of rural teachers in underdeveloped areas are proposed:teachers should establish emotional links with new-type rural education,and we need to increase special subsidies to enhance professional satisfaction of rural teachers,enhance professional credibility,rebuild rural teachers’professional sense of value and strengthen school support and accumulate teachers’professional happiness experience bit by bit.
作者
杨进
杨雪
谭玉容
YANG Jin;YANG Xue;TAN Yurong(Northeast Normal University,Changchun Jilin 130024;Nanjing Normal University,Nanjing Jiangsu 210023)
出处
《现代教育管理》
CSSCI
北大核心
2021年第12期87-94,共8页
Modern Education Management
基金
国家社会科学基金教育学重大招标课题“新时代中国教育高质量发展的路径和对策研究”(VFA190004)
关键词
欠发达地区
乡村教师
职业幸福感
新乡村教育
教师获得感
undeveloped areas
rural teachers
professional well-being
new rural education
teacher gain
作者简介
杨进,东北师范大学教育学部、中国基础教育质量监测协同创新中心东北师范大学分中心副教授,博士生导师;杨雪,南京师范大学教育科学学院博士生;谭玉容,东北师范大学教育学部硕士生。
