摘要
对广东省部分地市中小学教师的调查表明,中小学教师与学校之间存在的心理契约包括两个方面:一是以学校对教师期望为主的心理契约,包括业务能力强、品格高尚、工作态度端正、敬业精神强、身心健康和忠诚六个因素;二是以教师对学校期望为主的心理契约,包括公平和价值认同、成长和提高、高报酬、工作环境良好、感情投入、职业安全和人际和谐、工作压力适中七个因素。成就动机、自我效能感、人格特点、性别、学历、教龄、职称、职务、学校性质和类型等,对教师的心理契约有重要影响。
The survey results among those selected primary and secondary schools in Guangdong Province show that there exist certain psychological contracts between teachers and the school authority. Two kinds of psychological contracts should be studied:one is the contract centered on school authority's expectations of teachers including six factors such as strong capacity, lofty character, correct attitude toward work, professional dedication, mental and physical health and loyalty; and the other is the contract focusing on teachers' expectation of the school authority including seven factors such as recognition of equity and value, development and improvement, high salary, ideal environment for work, emotional input, career safety and personal harmony, and moderate working pressure. The following factors have important influences upon teachers' psychological contract:motive for achievements, sense of self capacity, personality features, gender, record of schooling, history of teaching, professional post, position, school nature and type.
出处
《教育研究》
CSSCI
北大核心
2005年第4期48-56,共9页
Educational Research
关键词
广东
中小学
教师
心理契约
影响因素
教育心理学
primary and secondary teachers
psychological contract
structure
influential factor
