新手幼儿教师工作负荷、教学效能感与职业认同的关系

The Relationship between the Workload, Teaching Effectiveness and Professional Identity of Novice Preschool Teachers

摘要: 为研究新手幼儿教师的工作负荷、教学效能感与其对职业认同的关系，发放问卷300份，采用幼儿教师工作负荷量表、教学效能感量表和职业认同量表进行测量，并进行处理分析。结果显示新手幼儿教师职业认同处于中等偏上水平。新手幼儿教师工作负荷与职业认同感呈显著负相关关系；新手幼儿教师教学效能感与职业认同感呈显著正相关关系；新手幼儿教师工作负荷与教学效能感呈显著负相关关系；新手幼儿教师教学效能感在工作负荷与职业认同感之间起部分中介作用。因此，幼儿园应合理安排工作任务，降低新手教师的工作负荷；幼儿园管理者应为新手教师提供人文关怀，提供支持和发展的机会，从而促进幼儿教师职业认同；新手幼儿教师应不断学习专业知识，以提高自身的教学能力与专业素养。

Abstract: To study the relationship among work load, teaching efficacy and professional identity of novice preschool teachers, 300 questionnaires were distributed, the pre-school teachers’ workload scale, teaching efficacy scale and vocational identity scale were used to measure and deal with the analy-sis. The result shows that the professional identity of novice preschool teachers is above the middle level. There is a significant negative correlation between work load and job identity of novice pre-school teachers, and a significant positive correlation between teaching efficacy and job identity of novice preschool teachers There was a significant negative correlation between work load and teaching efficacy of novice preschool teachers, and the latter played a mediating role in the rela-tionship between work load and job identity. Therefore, the kindergarten should arrange the work tasks reasonably to reduce the work load of the novice teachers, and the kindergarten manager should provide humanistic care, support and development opportunities for the novice teachers, in order to promote the professional identity of preschool teachers, novice preschool teachers should constantly learn professional knowledge in order to improve their teaching ability and professional quality.