教师教育研究
教師教育研究
교사교육연구
Teacher Education Research
2011年
4期
57~62
,共null页
大五人格 高中教师 人格特点
大五人格 高中教師 人格特點
대오인격 고중교사 인격특점
Big Five personality; high school teachers; personality traits
目的：本研究采用大五人格量表的部分维度对215名高中教师进行了调查，其目的为学校从教师人格的成长方面进行素质培训提供理论基础。结果：（1）高中男教师在脆弱性、自我意识、谦虚人格维度上的得分显著低于女教师，而在活动性、合群性、幻想及胜任人格维度上的得分显著高于女教师；（2）随着年龄增加，教师在冲动性维度得分呈递减趋势，且高、中、低年龄组之间得分两两差异显著；（3）焦虑、冲动性、过分自信及胜任维度在不同的教龄间有显著差异；（4）文科教师在审美、情感的人格维度上得分显著高于理科教师，而理科教师在思想及胜任人格维度上的得分显著高于文科教师；（5）职称越高，其冲动性人格维度得分越低，且初级职称的教师在此维度得分显著高于中级职称和高级职称教师；（6）班主任教师相对非班主任教师而言，其冲动性与活动性人格较为突出。结论：对不同教师群体的素质培训，要注重其不同人格品质的培养。
目的：本研究採用大五人格量錶的部分維度對215名高中教師進行瞭調查，其目的為學校從教師人格的成長方麵進行素質培訓提供理論基礎。結果：（1）高中男教師在脆弱性、自我意識、謙虛人格維度上的得分顯著低于女教師，而在活動性、閤群性、幻想及勝任人格維度上的得分顯著高于女教師；（2）隨著年齡增加，教師在遲動性維度得分呈遞減趨勢，且高、中、低年齡組之間得分兩兩差異顯著；（3）焦慮、遲動性、過分自信及勝任維度在不同的教齡間有顯著差異；（4）文科教師在審美、情感的人格維度上得分顯著高于理科教師，而理科教師在思想及勝任人格維度上的得分顯著高于文科教師；（5）職稱越高，其遲動性人格維度得分越低，且初級職稱的教師在此維度得分顯著高于中級職稱和高級職稱教師；（6）班主任教師相對非班主任教師而言，其遲動性與活動性人格較為突齣。結論：對不同教師群體的素質培訓，要註重其不同人格品質的培養。
목적：본연구채용대오인격량표적부분유도대215명고중교사진행료조사，기목적위학교종교사인격적성장방면진행소질배훈제공이론기출。결과：（1）고중남교사재취약성、자아의식、겸허인격유도상적득분현저저우녀교사，이재활동성、합군성、환상급성임인격유도상적득분현저고우녀교사；（2）수착년령증가，교사재충동성유도득분정체감추세，차고、중、저년령조지간득분량량차이현저；（3）초필、충동성、과분자신급성임유도재불동적교령간유현저차이；（4）문과교사재심미、정감적인격유도상득분현저고우이과교사，이이과교사재사상급성임인격유도상적득분현저고우문과교사；（5）직칭월고，기충동성인격유도득분월저，차초급직칭적교사재차유도득분현저고우중급직칭화고급직칭교사；（6）반주임교사상대비반주임교사이언，기충동성여활동성인격교위돌출。결론：대불동교사군체적소질배훈，요주중기불동인격품질적배양。
Objective： In this study, part of the Big Five Personality Inventory dimension of the 215 high school teachers surveyed, the purpose of the school＇ s growth from a teacher＇ s personality to quality training is to provide theoretical ba- sis. Results： （1） High school male teachers in the vulnerability, self-awareness, humility personality dimension scores were significantly lower than female teachers, while in the active, gregarious nature, fantasy, and competent personality dimension scores were significantly higher than female teachers ; （2） As age increases, teachers impulsivity dimension scores on the decrease, and the high, medium and low scores among the 22 age groups significantly different; （ 3 ） Anxi- ety, impulsivity, excessive self-confidence and competence in different dimensions were significantly different between seniority; （4） Arts teachers in the aesthetic; emotional, personality dimension scores were significantly higher than sci- ence teachers, science teachers in the minds and competent personality dimension scores were significantly higher than arts teachers in; （5） The title higher, the impulsive personality dimension scores lower, and junior teachers in this di- mension scores were significantly higher than intermediate grade and senior professional titles teachers; （6） The class teacher of teachers is relatively non-teachers, class teachers, impulsive nature and activities of their personality more out- standing. Conclusion： For the quality training of different groups of teachers, we should pay attention to the cultivation of the quality of their different personalities.
