CAJ | 학술논문

采用因素分析法对济南市部分高校体育教师的职业认同状况进行分析，以KMO检验和Bartlett检验为标准来筛选候选的31道问卷题目，从而得到更具代表性、更合理的24道问卷题目。运用SPSS13．0统计软件，并采用主成分分析和方差极大旋转法探索高校体育教师职业认同问卷的结构后，得出评价高校体育教师职业认同的5项因子，分别为职业情感、职业认识、职业期望、职业能力、职业价值观。研究结果表明：1）普通高校体育教师职业认同受职业认识、职业情感、职业能力、职业期望和职业价值观五个因素影响；2）高校体育教师职业认同的总体水平较高，各因素的认同度由高到低依次为职业期望、职业能力、职业认识、职业情感和职业价值观；3）体育教师对职业期望的认同因职称不同而存在显著的差异，职称越低，职业期望认同水平越高；4）不同教龄的高校体育教师的职业情感认同存在显著差异；5）教授的职业能力认同水平高于副教授、助教和讲师，讲师的职业能力认同最低。
채용인소분석법대제남시부분고교체육교사적직업인동상황진행분석，이KMO검험화Bartlett검험위표준래사선후선적31도문권제목，종이득도경구대표성、경합리적24도문권제목。운용SPSS13．0통계연건，병채용주성분분석화방차겁대선전법탐색고교체육교사직업인동문권적결구후，득출평개고교체육교사직업인동적5항인자，분별위직업정감、직업인식、직업기망、직업능력、직업개치관。연구결과표명：1）보통고교체육교사직업인동수직업인식、직업정감、직업능력、직업기망화직업개치관오개인소영향；2）고교체육교사직업인동적총체수평교고，각인소적인동도유고도저의차위직업기망、직업능력、직업인식、직업정감화직업개치관；3）체육교사대직업기망적인동인직칭불동이존재현저적차이，직칭월저，직업기망인동수평월고；4）불동교령적고교체육교사적직업정감인동존재현저차이；5）교수적직업능력인동수평고우부교수、조교화강사，강사적직업능력인동최저。
In this paper, factor analysis is used to research into some university PE teachers＇ professional identity in Jinan. 31 subject in a questionnaire designed by the authors are screened to KMO and Bartlett＇ s test as standard, of which 24 more representative and more reasonable questionnaires subject are chosen. In statistical software SPSS13. 0, principal componentanalysis and maximum variance rotation method are used to explore the structure of the questionnaire professional identity, then the five factors that professional cognition identity, professional sensibility identity, professional ability identity, professional expectation identity and professional value identity are extracted to evaluate university PE teachers＇ professional identity. The results revealed that （1） the five factors have an effect on University PEteachers＇ professional identity. （2） The overall level of university PE teachers＇ professional identity is higher; descending order of the identity level of apiece factor is professional expectation identity, professional ability identity, professional cognition identity, professionalsensibility identity and professional value identity. （3） There are significant differences on professional expectation identity existed in titles among PE teachers, the lower title of PE teacher, the higher level of professional expectation identity. （4） There are significant differences on professional sensibility identity between university teachers with different school ages. （5） The level of professional ability identity is higher in professor than in associate professor, in assistant professor and in docent, the level of professional ability identity in docent is lower.