学校氛围对师范生教师职业认同的影响：从教动机的中介作用

The Roles of School Climate on Pre-Service Teachers’ Professional Identity: The Mediating Effect of Teaching Motivation

摘要:

本研究探讨了目前师范生教师职业认同的特点，以及影响教师职业认同的因素，构建了一个中介模型，利用学校氛围、从教动机，师范生教师职业认同问卷，通过随机抽样的方式获得华南师大师范生的有效样本363个，分析结果表明：1) 目前大部分师范生教师职业认同感处于中等水平；2) 教师职业认同与师范生所感知到的学校氛围和从教动机呈正相关；3) 师范生所感知到的学校氛围和从教动机能显著预测教师职业认同，从教动机在学校氛围与教师职业认同之间起着显著的中介效应，且起到部分中介的作用。研究结果对提高师范生的教师职业认同具有重要的理论意义和实践价值。

Abstract: The present study investigated the characteristics of pre-service teachers’ professional identity and the factors that influence it, and a mediating model was constructed. The sample included 363 pre-service teachers who completed Educational Perceived School Climate Inventory, Teaching Motivation Scale and Teacher Professional Identity Scale. The results showed that: 1) Most teachers’ professional identity is at the middle level at present; 2) School climate inventory and teaching motivation were positively correlated with pre-service teachers’ professional identity; 3) School climate inventory and teaching motivation both positively predicted professional identity, and teaching motivation partly mediated the relationships between school climate inventory and professional identity. According to the research results, it has important theoretical and practical value to improve teachers’ professional identity.

文章引用：谢琅, 曾潇逸, 吴礼沐, 王瑞明 (2018). 学校氛围对师范生教师职业认同的影响：从教动机的中介作用. 心理学进展, 8(6), 836-842. https://doi.org/10.12677/AP.2018.86100

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