|本期目录/Table of Contents|

[1]刘晓然.高校外语教师专业认同与工作满意度、自我效能感、职业倦怠的关系[J].集美大学学报(教育科学版),2016,17(06):11-17.
　LIU Xiao-ran.A Research on Relationship between Teachers’ Professional Identity of College Foreign Languages Teachers and Job Satisfaction,Self-efficacy,Job Burnout[J].Journal of Jimei University(Education Science Edition),2016,17(06):11-17.
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高校外语教师专业认同与工作满意度、自我效能感、职业倦怠的关系()
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《集美大学学报（教育科学版）》[ISSN:1671-6493/CN:35-1238/U]

卷:
第17卷
期数:
2016年06期
页码:
11-17
栏目:
教师发展研究
出版日期:
2016-11-28

文章信息/Info

Title:
A Research on Relationship between Teachers’ Professional Identity of College Foreign Languages Teachers and Job Satisfaction,Self-efficacy,Job Burnout
作者:
刘晓然
（齐鲁师范学院外国语学院，山东济南250200）
Author(s):
LIU Xiao-ran
(Foreign Language College, Qilu Normal University, Ji’nan 250200, China)
关键词:
高校外语教师; 专业认同; 工作满意度; 自我效能感; 职业倦怠
Keywords:
foreign languages teachers in colleges and universities;  Teachers’ Professional Identity;  job satisfaction;  self-efficacy;  job burnout
分类号:
-
DOI:
-
文献标志码:
A
摘要:
为了更深入地了解高校外语教师不同成长阶段专业认同的水平和特点及其与工作满意度、自我效能感、职业倦怠的关系，采用量表分析法对311名高校外语教师进行了专业认同研究。研究表明：高校外语教师专业认同水平并没有随执教年限增加和职称提升而不断提高，熟手型教师专业认同低于专家型和新手型教师，三种类型的教师专业认同存在显著性差异；高校外语教师专业认同与工作满意度、自我效能感和职业倦怠显著相关，工作满意度对高校外语教师的专业认同具有重要作用；工作满意度、自我效能感、职业倦怠直接影响高校外语教师专业认同，职业倦怠和自我效能感还通过工作满意度间接影响高校外语教师的专业认同。
Abstract:
Aiming at further understanding about the Teachers’ Professional Identity of foreign languages teachers in colleges and universities, scales are applied to 2 researches, which involves with 311 foreign languages teachers in colleges and universities. The result shows that the foreign languages teachers’ professional identity is not developed accordingly as their teaching time and academic titles increase. The professional identity of proficient teachers is much lower than that of novice and expert teachers and there exists significant difference between them. There also exists significant positive correlation between the teachers’ professional identity and job satisfaction, self-efficacy and job satisfaction, self-efficacy and job burnout. Job satisfaction, self-efficacy, job burnout can directly affect the Teachers’ Professional Identity of foreign languages teachers in colleges and universities, while self-efficacy, job burnout can also indirectly influence the Teachers’ Professional Identity through job satisfaction.

参考文献/References:

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相似文献/References:

[1]童成寿.职业院校教师专业认同的对比研究[J].集美大学学报(教育科学版),2016,17(02):12.
　TONG Cheng -shou.A Comparative Research on Teachers’ Professional Identity of Vocational Schools and Colleges[J].Journal of Jimei University(Education Science Edition),2016,17(06):12.
[2]黄振霞.专业教师对学生专业认同等行为的影响与对策[J].集美大学学报(教育科学版),2016,17(02):7.
　HUANG Zhen-xia.Influence and Countermeasure of Professional Teachers on Professional Identity, Learning and Employment Behavior of Students[J].Journal of Jimei University(Education Science Edition),2016,17(06):7.
[3]童成寿.高校外语教师专业认同水平与特点研究[J].集美大学学报(教育科学版),2014,15(04):25.
　TONG Cheng-shou.Professional Identity of Foreign Languages Teachers: an Applied Research[J].Journal of Jimei University(Education Science Edition),2014,15(06):25.

备注/Memo

备注/Memo:
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更新日期/Last Update: 2017-02-21