文章摘要
罗小漫,何浩,邵明星.幼儿教师职业压力现状及其对职业认同的影响[J].陕西学前师范学院学报,2016,32(7):92-95
幼儿教师职业压力现状及其对职业认同的影响
Occupational Stress of Preschool Teachers and Its Ifluence on Their Career Identity
投稿时间:2015-12-20  
DOI:10.11995/j.issn.2095-770X.2016.07.023
中文关键词: 幼儿教师;职业压力;职业认同
英文关键词: preschool teachers; occupational stress; professional identity
基金项目:铜仁幼儿师范高等专科学校校级青年课题(tryz2015C13);铜仁幼儿师范高等专科学校校级重点课题(tryz2015A07)
作者单位
罗小漫 铜仁幼儿师范高等专科学校 学前教育系,贵州铜仁 554300 
何浩 铜仁幼儿师范高等专科学校 学前教育系,贵州铜仁 554300 
邵明星 琼台师范高等专科学校,海南海口571127 
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中文摘要:
      了解幼儿教师职业压力现状、来源及其与职业认同的关系,可为进一步提升幼儿教师职业认同提供理论依据。采用幼儿教师职业压力量表和职业认同量表对400名幼儿教师进行问卷调查。结果表明:幼儿教师职业压力主要来源于社会地位与发展和幼儿因素,相关分析研究结果发现职业压力与职业认同呈负相关,回归分析发现职业压力能负向预测职业认同。
英文摘要:
      Theunderstanding of preschool teachers’ occupational stress status and its relationship with professional identity provides theoretical basis for the improvement of preschool teachers’ professional identity. The preschool teachers’ occupational stress scale and career identity scale questionnaire survey was conducted among 400 preschool teachers. Results show that preschool teachers’ occupational stress is mainly caused by their social status and the development, and children is also an influential factor. Data analysis shows the negative correlation between preschool teachers’ professional stress and their career identity, and the regression analysis demonstrates that career identity can be negatively predicted according to occupational stress.
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