科教导刊
科教導刊
과교도간
THE GUIDE OF SCIENCE & EDUCATION
2012年
13期
152-153
,共2页
教师心理所有权%现状%调查分析
教師心理所有權%現狀%調查分析
교사심리소유권%현상%조사분석
teacher's psychological ownership%status quo%investigation and analysis
通过对中小学教师心理所有权的现状调查分析，发现教师对学校具有较高的心理所有权。但由于教师的职级及学校管理模式等方面的差异，教师对学校各目标对象的知晓权、控制权并不相同，由此，可能导致教师心理所有权的水平差异及对教师心理所有权的各主要因素的感受差异。
通過對中小學教師心理所有權的現狀調查分析，髮現教師對學校具有較高的心理所有權。但由于教師的職級及學校管理模式等方麵的差異，教師對學校各目標對象的知曉權、控製權併不相同，由此，可能導緻教師心理所有權的水平差異及對教師心理所有權的各主要因素的感受差異。
통과대중소학교사심리소유권적현상조사분석，발현교사대학교구유교고적심리소유권。단유우교사적직급급학교관리모식등방면적차이，교사대학교각목표대상적지효권、공제권병불상동，유차，가능도치교사심리소유권적수평차이급대교사심리소유권적각주요인소적감수차이。
According to the analysis on the psychological ownership of the teachers from elementary and middle school, the paper finds that teachers have higher psychological ownership to school. However, because of the differences in their official ranks and the management models of their schools, their information and control over every object in the school differ from each other, and finally cause the different levels of teachers＇ psychological ownership and the distinct feelings of the main factors of their psychological ownership.
