“慢就业”背景下教育学专业毕业生就业观念与影响因素研究——以安徽某省属本科高校为例

Employment Attitudes and Influencing Factors of Education Majors Graduates under the Background of “Delayed Employment”—A Case Study of a Provincial Undergraduate University in Anhui Province

摘要: 随着2026届高校毕业生规模突破1270万人，“慢就业”现象持续升温。教育学专业毕业生因对口岗位收缩、编制竞争激烈等结构性困境，就业问题尤为突出。本研究采用自编问卷对135名教育学专业本科及硕士毕业生进行调查，运用探索性因子分析、t检验、卡方检验及回归分析等方法，探究其就业观念与影响因素。结果发现：就业观念呈现四维结构，经济价值维度得分最高(M = 4.307)，社会价值维度得分最低(M = 3.626)；慢就业类型分布存在显著学历差异(χ² = 5.962, df = 2, p = 0.051)，本科生“无规划慢就业”比例最高(39.4%)，硕士生“有规划慢就业”比例最高(65.6%)；外部就业压力与就业自我效能是影响两类就业观念的关键因素。本硕学生在各影响因素上无显著差异。基于本研究的样本范围(安徽省一所省属本科高校教育学院)，研究初步发现，该群体在一定程度上表现出“无规划慢就业”倾向与对体制内岗位的偏好并存的特征。建议实施分层分类引导，加强本科生职业规划启蒙，提升学生就业自我效能，优化就业支持供给。

Abstract: With the number of college graduates in China expected to reach 12.7 million in 2026, the phenomenon of “delayed employment” has continued to intensify. Graduates of education majors face particularly prominent employment challenges due to structural difficulties such as shrinking job opportunities and intense competition for teaching positions with institutional establishment. This study employed a self-designed questionnaire to survey 135 undergraduate and master’s graduates of education majors, and utilized exploratory factor analysis, t-test, chi-square test, and regression analysis to examine their employment attitudes and influencing factors. The results revealed that: employment attitudes exhibited a four-dimensional structure, with the economic value dimension scoring the highest (M = 4.307) and the social value dimension scoring the lowest (M = 3.626); there were significant educational level differences in the distribution of delayed employment types (χ² = 5.962, df = 2, p = 0.051), with undergraduates showing the highest proportion of “unplanned delayed employment” (39.4%) and master’s students showing the highest proportion of “planned delayed employment” (65.6%); external employment pressure and employment self-efficacy were key factors influencing both types of employment attitudes. No significant differences were found between undergraduate and master’s students across all influencing factors. The findings indicate that education majors’ graduates face the dual dilemma of “unplanned delayed employment” and “a strong preference for jobs within the state system.” It is recommended to implement tiered and categorized guidance, strengthen career planning initiation for undergraduates, enhance students’ employment self-efficacy, and optimize the provision of employment support.