摘要
相对剥夺感是教师跟其他教师及自己职业预期相比较时产生的消极认识和情绪体验。对L县3所高中12名教师进行半结构式深度访谈,研究发现,部分教师在经济待遇、社会地位及专业发展等方面存有相对剥夺感;他们或通过提高学生升学成绩获得成功来突破其桎梏,或以“等退休或离开县中”来消解其影响,或转移期待寻求内心慰籍平衡;但这些行为选择难以改变其消极情绪体验。相对剥夺感的纾解,需突破以升学作为衡量教师优劣的固化思维,增设县中教师专项津贴,加大教师发展的组织支持力度,厚植县域教师教育情怀。
Relative deprivation is the negative perception and emotional experience of teachers when compared with other teachers and their own career expectations.12 high school teachers in L County were Semi-structured in-depth interviewed and the study found that some teachers have asense of relative deprivation on the grounds of economic treatment,social status and professional development.Affected by this,some teachers choose to attempt to earn recognition and achieve success from helping students improve their grades in the College Entrance Examination,"dawdle"or"leave the county high schools",or transfer their expectations by persuading students to leave the counties in order to find the balance and console themselves.However,these behavior choices difficult to fundamentally counteract the negative influence of relative deprivation.To alleviate the relative deprivation of county high school teachers,we need to break through the rigid mode of thinking that the teachers are assessed by the enrollment rate,add special allowance for county high school teachers,strengthen the organizational support for teacher development,and cultivate the educational feelings of county teachers.
作者
程良宏
秦苏云
CHENG Liang-hong;QIN Su-yun(School of Education Science,Xinjiang Normal University,Urumqi,Xinjiang830017,China)
出处
《教师教育研究》
CSSCI
北大核心
2024年第2期72-77,共6页
Teacher Education Research
基金
新疆师范大学智库平台重大委托项目“数字赋能南疆县域中学教育质量提升的实践路径研究”(ZK202305A)
2024年高校科研计划重点项目“以统编教材使用铸牢中华民族共同体意识的实践路径研究”的阶段性成果。
关键词
县域高中教师
相对剥夺感
教师发展
county high school teachers
relative deprivation
teacher development
