中小学教师公平倾向现状及其与教师职业认同的关系

The Status Quo of Teachers’ Dispositional Fairness in Elementary and Secondary Schools and Its Relationship with Teachers’ Professional Identity

摘要: 为了解教师作为行为者本人公平的内涵、特点与现状，及其与教师职业认同的关系，采用教师公平倾向问卷及半开放式访谈问题、教师职业认同量表，对福建省某地区223位中小学教师进行网络问卷调查。结果显示：1) 教师公平倾向各维度均分在4.00 (5点计分)以上，各类的差异检验均未达到显著；2) 教师职业认同各维度均分在3.90 (5点计分)以上，性别差异显著；不同教龄和职称的教师在角色价值观、职业价值观上2个维度上存在显著差异；3) 教师公平倾向与职业认同呈显著正相关，教师职业认同正向预测教师公平倾向。结论：整体上，该地区中小学教师的公平倾向和职业认同感较高，其对学校中的教师不公现象较为重视与敏感，但在“公平”的内涵理解上有待深入；女性教师职业认同高于男性教师，低教龄、低职称的教师职业认同高于高教龄、高职称的教师；教师越认同自己的职业，其公平倾向也越高，今后研究可以深入探讨二者的相互影响机制，以促进相互提高。

Abstract: To understand the connotation, characteristics and current situation of teachers’ fairness as actors, and its relationship with teachers’ professional identity, 223 primary and secondary school teachers in a certain area of Fujian Province were investigated by using the teacher fairness disposition questionnaire, semi open interview questions and teacher professional identity scale. The results showed that: 1) the average score of all dimensions of teachers’ fairness tendency was above 4.00 (5 points), and all kinds of difference tests were not significant; 2) The average score of all dimensions of teachers’ professional identity was above 3.90 (5 points), with significant gender difference; The teachers with different teaching ages and professional titles have significant differences in professional identity (role values, professional values); 3) Teachers’ fairness disposition is positively correlated with their professional identity, and teachers’ professional identity positively predicts teachers’ equity tendency. Conclusion: On the whole, teachers in primary and secondary schools in this area have a high tendency on fairness and professional identity, they pay more attention to and are sensitive to the phenomenon of teachers’ unfairness in school, but the connotation of “Fairness” needs to be further understood. The professional identity of female teachers is higher than that of male teachers. The professional identity of teachers with low teaching age and low professional title is higher than that of teachers with high teaching age and high professional title; The more teachers identify with their careers, the higher their fairness tendency. Future research can deeply explore the mutual influence mechanism between the two to promote mutual improvement.