摘要
提升农村幼儿园教师地位认同是农村幼儿园教师"下得去、留得住、教得好"的关键路径.本研究基于课题组对 10 省 22 县(市)农村幼儿园教师的调查数据分析发现,我国农村幼儿园教师普遍缺乏主观社会地位认同,75.36%的教师认为自身社会地位处于中层及以下.描述统计表明,农村幼儿园教师地位认同在年龄段、婚姻状况、职称、编制身份、行政职务、有无教师资格证、是否为师范专业毕业等方面存在显著差异.本研究采用线性回归分析及夏普里值分解法探究农村幼儿园教师地位认同的影响因素及因素贡献率,发现经济收入、职业发展、尊师氛围和工作量四个维度的 13个变量对农村幼儿园教师地位认同有显著影响作用,四个维度影响因素贡献率存在差异,其中经济收入是影响作用最大的维度.为提升农村幼儿园教师地位认同,应从提高经济收入、促进职业发展、营造尊师重教氛围、减轻过重工作负担方面综合发力.
Abstract
Enhancing the status identity of rural preschool teachers is the key path for rural preschool teachers to"go,stay and teach well".Based on the analysis of survey data conducted by our research team across 10 provinces and 22 counties(cities),it is found that rural preschool teachers in China generally lack subjective social status recognition.Specifically,75.36%of teachers perceive their own social status to be at the middle level or below.Descriptive statistics indicate significant variations in the status recognition of rural preschool teachers across different demographic factors,including age groups,marital status,professional titles,employment status,administrative positions,possession of a teaching qualification certificate,and whether they graduated from a normal university.Using linear regression analysis and Shapley value decomposition method to explore the influencing factors and factor contribution rates of rural preschool teachers'status identity,it is found that 13 variables in four dimensions,namely,economic income,professional development,teacher-respecting atmosphere,and workload,have a significant influence on rural preschool teachers'status identity,and there are differences in the contribution rates of the influencing factors in the four dimensions,with economic income being the most influential dimension.
基金项目
国家社会科学基金教育学重大课题(2021)(VGA210005)
NETL
NSTL
万方数据