中学教师组织支持感对工作满意度的作用机制研究

中学教师的工作满意度关系到教师自身投入工作的热情和教师的工作绩效.通过文献回顾发现中学教师组织支持感和职业承诺是影响教师工作满意度的两个重要变量.研究对象涉及19个省、市24所中学的2187名教师.运用SPSS和AMOS软件对受测对象在工作满意度、组织支持感等方面进行描述统计.探讨人口学变量对工作满意度的效应,构建组织支持感对工作满意度的预测模型.得出如下结论:中学教师组织支持感处于一般水平,教师工作满意度和职业承诺处于较高水平;中学教师组织支持感能很好的预测工作满意度,教师职业承诺在组织支持感预测工作满意度模型中起部分中介作用.研究结论不仅可以补充职业承诺的相关研究,且可为教师职业承诺和工作满意度的培养和干预提供实践指导.     

心理契约在组织支持感和员工忠诚度之间传导机制的实证研究

组织支持感的主体是员工,员工忠诚度的主体是组织.在管理实践中,如何把不同主体的二者有机统一起来,是学界和企业管理者长期探索的问题.在企业层面把组织支持感、心理契约和员工忠诚度三者结合起来进行研究,使用比较成熟的量表,收集不同类型企业有效问卷223份,运用SPSS16.0和AMOS17.0对数据进行分析,验证相关假设.研究结果表明:组织支持感和员工忠诚度之间不存在相关关系;组织支持感的三个维度(工作支持、价值认同和利益关心)与员工忠诚度呈弱相关;心理契约不是中介变量,但在组织支持感和员工忠诚度之间具有传导作用.最后,对研究的结论和启示进行了分析和讨论,并指出有待进一步研究的问题.     

组织气氛对团队有效性影响机制的实证分析

本研究以10家高科技组织中的48个工作团队作为研究对象,通过文献研究、问卷调查,利用SPSS11.0软件进行多元回归统计分析,研究了组织气氛中的创新、公平、支持、人际关系和员工身份认同等五个维度对团队有效性的影响作用,研究结果表明不同的组织气氛维度对团队的绩效、团队工作成员的满意度以及团队承诺具有不同的影响,同时,团队组织气氛通过团队群体效能感这个中介变量对团队的有效性产生影响作用。     

基于二项logit模型的房型选择行为分析

目前,学者多利用集计模型分析、预测酒店顾客群体的客房需求,忽略了个体间的差异.针对不同房型分别建立非集计的二项logit模型,分析顾客的不同属性:性别、住宿天数、入住时间、退房时间和月份对其房型的选择行为的影响,并预测不同房型的预定概率.结果表明:商务/行政大床房、商务/行政双床房、商务/行政三人套房在不同因素的影响下,其预定概率存在显著差异.为酒店合理应对波动较大的顾客需求提供了理论基础.     

组织支持感及支持性人力资源管理对员工工作绩效的影响

通过对626名企事业单位大学以上文化程度知识员工的问卷调查,采用相关分析和结构方程模型的多重数据处理方法,构建和检验了多维组织支持感对于支持性人力资源管理影响员工工作绩效的中介作用模型。研究结果显示,支持性人力资源管理实践(具体包括上级支持、参与决策、组织公正等)对于提高员工组织支持感具有积极影响,同时,组织支持感在支持性人力资源管理实践与员工工作绩效(含任务绩效和情境绩效)之间起着重要中介作用。     

高校科研型教师心理资本与主观幸福感、科研绩效关系的调查研究

针对高校科研型教师,编制具有良好信效度的心理资本量表,运用心理资本量表和主观幸福感量表对黑龙江省哈尔滨市八所高校的289名科研型教师进行调查,发现:高校科研型教师心理资本和主观幸福感总体上处于中等水平.不同性别、教龄的教师心理资本不存在显著差异;不同职称的教师心理资本存在显著差异.不同职称的教师主观幸福感不存在显著差异,不同性别、教龄的教师主观幸福感存在显著差异.高校科研型教师的心理资本、科研绩效均与主观幸福感呈显著正相关,心理资本与科研绩效呈极其显著正相关,心理资本对科研绩效、主观幸福感有直接影响,主观幸福感直接影响科研绩效,心理资本通过主观幸福感影响科研绩效.最后从教师和高校两个层面探索提升高校科研型教师心理资本的途径和方法.     

“扩中”与“减贫”视角下的新生代农民分化影响因素研究

为进一步辨别“扩中”和“减贫”路径,形塑与建构未来农民分化图景,研究以新生代农民为研究对象,根据2016中国劳动力动态调查数据(CLDS),利用广义多层线性模型(HGLM)跨层次研究新生代农民分化影响因素.研究结果表明:个体层面来说,个人人力资本投入如健康、教育、周工作时间、基本医疗保险与养老保险、流动性与非农生产等预示着较高的进入中等收入群体(相对于低收入群体)的发生比,社会支持系统如稳定的婚姻关系、父辈非农化代际传承与人际支持等则显著增加了进入高收入群体(相对于中等收入群体)的发生比.宏观层次上,城镇化率和地区社会保障支出对新生代农民分化有显著影响.还就性别的分化效应、离土与离乡、不同的分化路径、社会保障的“减贫”与“扩中”效应、城镇化率-教育的跨层次交互效应等问题进行了进一步分析与讨论.研究的现实意义在于指出,在“扩中”与“减贫”的背景下,政府应继续推进城镇化建设,带动农村居民收入增长;提高地区社会保障支出,强化社会保障的“减贫”和“扩中”效应;多手段综合提高新生代农民社会公平感;关爱女性,确保女性享有平等的受教育机会和获得更多的人际支持.     

矿工工作倦怠的形成机制—社会支持和应对方式的中介作用

构建矿工工作压力源、社会支持、应对方式和工作倦怠的结构模型,为矿工倦怠干预提供依据.采用多阶段分层随机抽样,抽取井工煤矿一线矿工1229名,用自编矿工工作倦怠、工作压力源问卷及成型社会支持评定量表、特质应对问卷进行调查.结果发现,组织管理和角色压力均正向影响工作倦怠的三个维度,工作特征仅正向影响生理疲乏;社会支持是工作压力源到工作倦怠的中介变量,主要表现在角色压力到疏离工作路径,客观支持中介效应较强;消极应对是工作压力源到工作倦怠的部分中介变量,其中介效应较社会支持大很多;工作压力源通过影响社会支持再影响应对方式进而正向影响工作倦怠;积极应对负向影响疏离工作.     

压力、补偿机制与知识分享:基于演化博弈的分析

以往对于知识分享影响因素的研究并不少见,但从员工所面临的来自组织环境的多重压力出发,采用演化博弈理论进行分析的研究仍是空白。本文引入时间压力、同辈压力和补偿机制,构建组织内员工知识分享的演化博弈动态模型,通过求解复制动态方程得到演化博弈的稳定均衡解,再进行数值模拟。研究结果表明,时间压力和同辈压力是知识分享的重要影响因素。其中,时间压力通过影响分享者的时间成本而对知识分享产生负向影响,同辈压力通过让分享者获得同辈群体的认可而对知识分享产生正向影响;补偿机制能够有效地促进知识分享行为的发生。此外,系统的初始状态对系统的演化结果也具有显著影响。最后,针对组织实际提出管理建议。     

模糊关系积在群决策中的应用

将模糊三角积及方积的概念用于群体多准则决策,给出了一种分析比较专家意见的方法,定义了专家意见的一致性,并在此基础上对专家的观点在不同水平上进行分类     

Effectively coaching middle school teachers: A case for teacher and student learning

In this paper we report findings from a two-year, large-scale research project that describes the work of middle school mathematics specialists (also referred to as mathematics coaches or instructional coaches) who served in 10 school districts. We use mixed methods to describe how mathematics specialists spent their time supporting teachers and how these supports contributed to meaningful changes that teachers made in their instructional practices. We also report results that correlate student achievement scores with whether or not teachers were highly engaged with the mathematics specialists. We coordinate these quantitative results with findings from several case studies to illustrate the qualitatively different ways that mathematics specialists supported teachers’ ongoing work with their students. We also account for why some teachers participated more fully than others. Importantly, because mathematics specialists’ work was situated in different school settings with different demands, resources and administrative supports, these constraints and affordances contributed in part to how they could effectively support teachers’ work with their students.     

Inventing Creativity: An Exploration of the Pedagogy of Ingenuity in Science Classrooms

Concerns with the ability of U.S. classrooms to develop learners who will become the next generation of innovators, particularly given the present climate of standardized testing, warrants a closer look at creativity in science classrooms. The present study explored these concerns associated with teachers' classroom practice by addressing the following research question: What pedagogical factors, and related teacher conceptions, are potentially related to the demonstration of creativity among science students? Seventeen middle‐level, high school, and introductory‐level college science teachers from a variety of school contexts participated in the study. A questionnaire developed for this study, interviews, and classroom observations were used in order to explore potential areas of relatedness between pedagogical factors and manifestations of student creativity in science. Five categories ultimately emerged and described potential areas in which teachers would have to explicitly plan for creativity. These areas could inform the pedagogical considerations that teachers would have to make within their lesson plans and activities in order to support its manifestation among students. These provide a starting point for science teachers and science teacher educators to consider how to develop supportive environments for student creative thinking.     

基于多任务委托—代理理论的高校教师激励机制研究

对高校教师的激励是高等教育中一个非常重要的环节,对高校教师合理的激励机制设计是提高高等教育水平的制度保证.从教师激励工作中高校管理者作为委托人与高校教师作为代理人二者信息不对称的角度出发,运用博弈论与委托代理理论,将高校教师工作进行教学努力和科研努力的划分,运用多任务委托代理理论对教师激励机制进行研究,建立模型进行分析,并结合西安科技大学现实提出合理化建议,以求达到既提高教学质量又提高科研产出水平的目的.     

Science Self‐Efficacy and School Transitions: Elementary School to Middle School,Middle School to High School

This study examined the science self‐efficacy beliefs of students at the transition from elementary school (Grade 6) to middle school (Grade 7) and the transition from middle school (Grade 8) to high school (Grade 9). The purpose was to determine whether students' perceived competence is impacted at these important school transitions and if the effect is mediated by gender and ethnicity. Science self‐efficacy was measured through a modified Self‐Efficacy Questionnaire for Children, which was adapted to focus specifically on science self‐efficacy. Multiple ordinary least squares regression was used to analyze the data. Two models were developed, one using ninth grade as the comparison group and the other using sixth grade as the comparison group. In each model, the independent variables (grade level, gender, and ethnicity) were regressed on the dependent variable, science self‐efficacy. The most striking finding was the large and significant decline in science self‐efficacy scores for ninth graders at the transition to high school. We also found that females and Hispanic students had lower scores across grades as compared to males and Caucasians. How these results relate to existing studies, and implications for practice and future research are discussed.     

Interpreting Middle School Students' Proportional Reasoning Strategies: Observations From Preservice Teachers

This paper reports the findings of an investigation of 11 preservice secondary school teachers' interpretations of the development of proportional reasoning strategies used by middle school students. The preservice teachers examined samples of solution strategies generated by middle school students in proportional reasoning situations and prepared written responses of their views concerning the developmental levels indicated in the students' work. Each preservice teacher also participated in an hour‐long interview, in which the researchers asked for elaboration and clarification of the written responses and, in some cases, challenged the preservice teachers to consider alternative interpretations for the middle school students' work. The interviews were audiotaped for later analysis by the investigators, and key aspects of both the written and audiotaped responses were entered into a spreadsheet and later tabulated into categories indicating trends in the preservice teachers' interpretations. Some implications for the preparation of preservice middle school science and mathematics teachers are included.     

Planning District‐Wide Professional Development: Insights Gained From Teachers and Students Regarding Mathematics Teaching in a Large Urban District

This paper describes the mechanism used to gain insights into the state of the art of mathematics instruction in a large urban district in order to design meaningful professional development for the teachers in the district. Surveys of close to 2,000 elementary, middle school, and high school students were collected in order to assess the instructional practices used in mathematics classes across the district. Students were questioned about the frequency of use of various instructional practices that support the meaningful learning of mathematics. These included practices such as problem solving, use of calculators and computers, group work, homework, discussions, and projects, among others. Responses were analyzed and comparisons were drawn between elementary and middle school students' responses and between middle school and high school responses. Finally, fifth‐grade student responses were compared to those of their teachers. Student responses indicated that they had fewer inquiry‐based experiences, fewer student‐to‐student interactions, and fewer opportunities to defend their answers and justify their thinking as they moved from elementary to middle school to high school. In the elementary grades students reported an overemphasis on the use of memorization of facts and procedures and sparse use of calculators. Results were interpreted and specific directions for professional development, as reported in this paper, were drawn from these data. The paper illustrates how student surveys can inform the design of professional development experiences for the teachers in a district.     

Moving Beyond “Those Kids”: Addressing Teacher Beliefs Regarding the Role of Culture Within Effective Science Pedagogy for Diverse Learners

This study focused on intensive work within a large, urban, low‐performing middle school in the southwest to address and transform teacher beliefs regarding the role of culture within their science pedagogy. Given the recent, rapid growth of numbers of students from Hispanic/Latino(a) backgrounds in the United States, it is critical that a paradigm shift takes place within schools and existing beliefs of science teachers to address the needs of a much changed classroom. This study details the journey of middle‐school teachers who were provided support and experiences targeted at addressing their existing beliefs regarding the role of culture and the growth and change that were achieved through a science education reform effort. Implications for further research will be discussed, including the need for attention to beliefs regarding culture are shared.     

Next Generation Science Standards: A National Mixed‐Methods Study on Teacher Readiness

Next Generation Science Standards (NGSS) science and engineering practices are ways of eliciting the reasoning and applying foundational ideas in science. As research has revealed barriers to states and schools adopting the NGSS, this mixed‐methods study attempts to identify characteristics of professional development (PD) that will support NGSS adoption and to improve teacher readiness. In‐service science teachers from across the nation were targeted for the survey and responses represented 38 states. Research questions included: How motivated and prepared are in‐service 7–12 teachers to use NGSS science and engineering practices? What is the profile of 7–12 in‐service teachers who are motivated and feel prepared to use NGSS science and engineering practices? The study revealed that teachers identified engineering most frequently as a PD need to improve their NGSS readiness. High school teachers rated themselves as more prepared than middle school and all teachers who use Modeling Instruction expressed higher NGSS readiness. These findings and their specificity contribute to current knowledge, and can be utilized by districts in selecting PD to support teachers in preparing to implement the NGSS successfully.     

Exploring the Use of New Representations as a Resource for Teacher Learning

An important goal of mathematics education reform is to support teacher learning. Toward this end, researchers and teacher educators have investigated ways in which teachers learn about mathematical content, pedagogical strategies, and student thinking as they implement reform. This study extends such work by examining how one elementary school and one high school teacher learned from students' interpretations of new conceptually based representations contained in instructional materials aligned with the Principles and Standards for School Mathematics ( National Council of Teachers of Mathematics, 2000 ). Results indicated that teaching with new representations provided a rich context for teacher learning at both the elementary and high school level, and three dimensions were identified along which such learning occurred. The results suggest that pedagogical content knowledge with respect to representations is an important facet of teacher cognition that should be studied in greater depth.