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A comparative research on the menta(9)

时间:2005-07-07 17:17来源:本站原创 作者:zp0218 阅读:

Depersonalization

Formula Model

Reduced Personal Accomplishment

Depersonalization

0.571

0.304

0.615

0.326

0.093

0.378

42.158***

17.880***

52.983***

-0.450

-0.305

0.285

0.158

-0.534

-0.214

-0.338

-0.238

0.217

0.124

-0.443

-0.185

-6.257***

-4.405***

3.534***

2.021*

-8.209***

-3.576***

 

 

 

 

 

 

 

Table 10 and table 11 showed the three dimensions of continuance commitment had positive significant correlation with those of job burnout. While there was negative significant correlation between the three dimensions of affective commitment and those of normative commitment. A stepwise procedure of logistic regression analysis was utilized to get further understanding of the relationship among all factors. The result showed that lack of achievement and depersonalization were the predictors of teachers’ affective commitment. Emotional exhaustion and depersonalization were the predictors of teachers’ continuance commitment. Lack of achievement and depersonalization were the predictors of teachers’ normative commitment. From the following, we can find out that depersonalization play an important role in profession commitment in the growth of teachers.

4.discussion

4.discussion

4.1. Results analysis

In general, for the issue of teaching strategies, achievement goal orientation and personality characteristic, the expert teachers are better than proficient and novice teachers ,and proficient teachers are better than novice ones. When it’s turn to the question of profession commitment as well as job burnout, expert teachers are better than proficient and novice teachers , while there’s no difference between proficient and novice teachers. When it came to the specific dimensions, there were both differences and similarities among the three types of teachers.

4.1.1 The characteristics of novice teachers

(1) Novice teachers put special emphasis on pre-class preparation. Compared with the proficient teachers, novice teachers pay more attention to pre-class preparation.

(2) Performance goal is their important working motivation. Novice teachers are more self-centered, they show greater concern to the evaluation from outside world to their work.

4.1.2 The characteristics of proficient teachers

(1) Possess higher teaching strategy level. Compared with the novice teachers, proficient teachers are better in regulating and controlling class teaching. They have skillfully mastered the routine teaching procedure.

(2)Task goal is their influential motivation. Compared with the novice teachers, proficient teachers know more deeply about teaching and attach greater importance to development of their teaching ability and study effect of the students.

(3) Have the personality characteristics of easy-going, concerning about others, gregarious, tolerant. Compared with the novice teachers, proficient teachers have an amiable disposition, they can adapt to the teaching environment better, care and understand the students better and have a more democratic management.

4.1.3 The characteristics of expert teachers

(1) Regard pre-class plan, after-class evaluation and reflectivity as the core teaching strategies. Compared with proficient teachers, the characteristics of expert teachers are: they are good at the teaching plan, evaluation and reflectivity, hence they can have more creativity on teaching and improve themselves continuously. The research has born out pro. Lin C D’s viewpoint on the teachers’ quality. He considered teachers’ self-regulated ability as the top intelligence.

(2) Have the personality characteristics of being stable in emotion, being rational, practical, confident and good in criticism. Compared with proficient teachers, expert teachers can control and regulate the emotion better, be more rational in dealing with all kinds of problems in teaching field. They also can evaluate and reflect their teaching consciously and practically.

(3) The high-profile emotional commitment in the profession of teaching as well as the strong sense of professional obligation and responsibility are their main features. Compared with novice and proficient teachers, expert teachers are more responsible to and truly love their work. They can pursuit the deeply value in the professional teaching.

(4) Good communication between teachers and students, a strong sense of professional achievement. Compared with the novice and proficient teachers ,expert teachers are warmer and more equal to the students. They have a harmonious teacher-student relationship. Continuous receiving successful feedback and approval from all sides, they possess a strong sense of achievement experience.

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