中国科学院心理研究所机构知识库

目的:本研究旨在探讨中小学教师职业自我概念的特点及其与自我职业生涯管理的关系。方法:采用教师自我概念量表和自我职业生涯管理量表对1233名中小学教师进行了问卷调查。结果:①中小学教师普遍具有较高的职业自我概念,小学教师的职业自我概念好于中学教师;②中小学教师的职业自我概念与自我职业生涯管理成显著正相关;③中小学教师的勇于创新自我概念、师生关系自我概念和职业能力自我概念对其自我职业生涯管理有显著的正向预测作用。结论:中小学教师的职业自我概念对其自我职业生涯管理有积极影响作用。

Objective： The purpose of this study was to explore the characteristics of teachers’ Occupational selfconcept and its relationship with individual career management（ICM）. Methods： Teachers’ Self-concept Evaluation Scale （TSCES） and Individual Career Management Questionnaire （ICMQ） were administered to 1233 teachers in primary and secondary school. Results： ① The level of teachers’ occupational self -concept was higher, but teachers in secondary school was a little lower than in primary school. ②Significantly positive correlations were discovered between ICM and occupational self-concept. ③Teachers’ creative self-concept, teacher-student relationship self-concept and professional ability self-concept had an positive and predictable effect on ICM. Conclusion： Teachers’ occupational self-concept has a positive influence on ICM in primary and secondary school.

2009年度教育部人文社会科学研究规划基金项目(09YJAXLX009) 湖北省人的发展与心理健康重点实验室2009年度开放课题(200906)资助成果