CAJ | 학술논문

本研究对441名大学教师职业认同状况进行了问卷调查，结果显示：（1）我国大学教师职业认同总体水平一般；（2）大学教师的职业认同中，职业价值认同明显低于职业能力、职业情感、职业地位认同；（3）教授、助教、副教授的职业情感认同高于讲师；（4）教师的职业能力认同存在显著的学历差异，学历越高，其职业能力认同水平越高；（5）职业价值认同存在显著的教龄和职称的交互效应；（6）不同职称教师在能力认同上存在显著的教龄差异。
본연구대441명대학교사직업인동상황진행료문권조사，결과현시：（1）아국대학교사직업인동총체수평일반；（2）대학교사적직업인동중，직업개치인동명현저우직업능력、직업정감、직업지위인동；（3）교수、조교、부교수적직업정감인동고우강사；（4）교사적직업능력인동존재현저적학력차이，학력월고，기직업능력인동수평월고；（5）직업개치인동존재현저적교령화직칭적교호효응；（6）불동직칭교사재능력인동상존재현저적교령차이。
441 university teachers of China were surveyed by a questionnaire emended by the authors. The results revealed that （1）the overall level of university teachers＇ professional identity in China was general; （ 2 ） the professional value identity was with significant lower level than professional ability identity, professional sensibility identity and professional status identity among university teachers; （3）the level of professional sensibility identity is higher in professor,assistant professor and adjunct professor than in docent;（4）there were significant differences on professional ability identity between university teachers who are with different degrees, with a positive correlation between professional ability identity and educational background;（5 ）there were significant interaction effects on professional value identity existed in titles and school ages; （ 6） there were significant school ages differences on the professional ability identity between university teachers who are with different titles.