沧州师范专科学校学报
滄州師範專科學校學報
창주사범전과학교학보
JOURNAL OF CANGZHOU TEACHERS'COLLEGE
2011年
4期
81-83,86
,共4页
幼儿教师%总体幸福感%相关研究%干预对策
幼兒教師%總體倖福感%相關研究%榦預對策
유인교사%총체행복감%상관연구%간예대책
kindergarten teachers%well-being%correlation study%strategies
采用肖计划等编制的"应付方式问卷"、肖水源设计的社会支持评定量表及美国国立卫生统计中心制订的总体幸福感量表,对5所幼儿园的150名幼儿教师进行了调查,结果表明:(1)"解决问题"、"求助"这两种应对方式与幼儿教师总体幸福感得分存在显著的正相关(P〈0.001);(2)"自责"、"幻想"、"退避"、"合理化"这四种应对方式与幼儿教师总体幸福感得分存在显著的负相关(P〈0.001);(3)社会支持量表得分与幼儿教师总体幸福感得分存在显著的正相关(P〈0.001);(4)社会支持量表得分和应对方式中的"解决问题"这一应对方式对幼儿教师的总体幸福感有预测作用。最后提出了提升幼儿教师总体幸福感的干预对策。
採用肖計劃等編製的"應付方式問捲"、肖水源設計的社會支持評定量錶及美國國立衛生統計中心製訂的總體倖福感量錶,對5所幼兒園的150名幼兒教師進行瞭調查,結果錶明:(1)"解決問題"、"求助"這兩種應對方式與幼兒教師總體倖福感得分存在顯著的正相關(P〈0.001);(2)"自責"、"幻想"、"退避"、"閤理化"這四種應對方式與幼兒教師總體倖福感得分存在顯著的負相關(P〈0.001);(3)社會支持量錶得分與幼兒教師總體倖福感得分存在顯著的正相關(P〈0.001);(4)社會支持量錶得分和應對方式中的"解決問題"這一應對方式對幼兒教師的總體倖福感有預測作用。最後提齣瞭提升幼兒教師總體倖福感的榦預對策。
채용초계화등편제적"응부방식문권"、초수원설계적사회지지평정량표급미국국립위생통계중심제정적총체행복감량표,대5소유인완적150명유인교사진행료조사,결과표명:(1)"해결문제"、"구조"저량충응대방식여유인교사총체행복감득분존재현저적정상관(P〈0.001);(2)"자책"、"환상"、"퇴피"、"합이화"저사충응대방식여유인교사총체행복감득분존재현저적부상관(P〈0.001);(3)사회지지량표득분여유인교사총체행복감득분존재현저적정상관(P〈0.001);(4)사회지지량표득분화응대방식중적"해결문제"저일응대방식대유인교사적총체행복감유예측작용。최후제출료제승유인교사총체행복감적간예대책。
150 teachers from 5 kindergartens are investigated with the coping questionnaires by Xiao Shuiyuan's ratio scale of social support,and the US state schedule assessing the scale of the general well-being.The results show that: (1) Positive correlation is shown between the teachers' well-being in kindergartens and the two coping styles of "problem-solving" and "seeking for help".(2) Negative correlation is shown in the relationship between the teachers' well-being in kindergartens and the four coping styles of "self-blame","fantasy","withdrawal" and "rationalization".(3) Positive correlation is shown in the relationship between the teachers' well-being in kindergartens and the report of the assessing scale of social support.(4) The coping style of "problemsolving" and the scale of the social support had directly predictive effects on the teachers' well-being in kindergartens.Therefore some intervention strategies on how to improve kindergarten teachers' well-being are put forward.