24381.特殊學(xué)校教師歸因方式對職業(yè)倦怠的影響:基于與普校教師的比較_第1頁
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1、尹性代財(cái):llt97U舒嘗號iJ3441學(xué)號cI_IZ3000t:i7PIIIIIJIIlffrIIIIIIIr[IllIfrII]IJIIFIIIIIJIIY3258203上哆腳范大誓碩士專業(yè)學(xué)位論文特殊學(xué)校教師歸因方式對職業(yè)倦怠的影響:基于與普校教師的比較專業(yè)學(xué)位類別:教直亟專業(yè)領(lǐng)域:研究生姓名:指導(dǎo)教師:完成日期:堂理毽鏖麴直至避墨蘊(yùn)雯2Q!Z生】旦旦ShanghaiNormalUniversityMasterofPhilosop

2、hyAbstractAbstractTheeffectofjobburnoutonteachershasbeenahottopicforalongperiodinteacherstudyrealm,Inrecentyears,withthebirthofreformsystemsuchasTeacherEmploymentSystemandteachermeritpaysystemthepressureofteachersisincre

3、asingheavilyandthejobburnoutalsoincreasedalongwithitAsapartoftheteachergroups,teachersinspecialeducationschoolarealsoexperiencingjobburnout,whichisnotlessthanthoseteachersinordinaryschoolandthereasonforthisisthatteachers

4、inspecialeducationschoolsnotonlymustteachtheirstudentscompulsorycourses,butalsotakegoodcareoftheirdailylifeandkeeptheirlivessafeAtthesametime,jobburnoutamongteachersinspecialeducationschoolcouldleadtosomeseriousconsequen

5、cessuchasteachers’loss,Thereforeitismeaningfulforustoanalyzeandimprovethejobburnoutofteachersinspecialeducationsch001Resentresearchhasshownthatthedifferentattnbutionalstyleswouldhaveaileffectonpeople’Sachievementmotivati

6、onandtheninfluencetheirjobburnoutMaslachBurnoutInventory(MBI),AchievementMotivationScale(AMS),andInternalityPowerfulothersandChanceScales(IPC)wereadministeredby497primaryschoolteachersfrom5ordinaryschoolsand4specialschoo

7、lsinShanghaiTheaimwastoinvestigatethecurrentsituationofattributionalstyle,jobburnoutandachievementmotivationamongteachersinspecialeducatmnschoolexploretherelationsbetweenoccupationalburnout,attributionalstyleandachieveme

8、ntmotivationamongthemandexaminewhethertheachievementmotivationhasamediatingeffectOntheassociationbetweentheattributionstyleandjobburnoutTheresultsshowedasfollows:(1)Theteachersinordinaryschoolfavoredexternalattribution,w

9、hereasthoseteachersinspecialeducationschoolfavoredinternalattribution;(2)Ingeneral,theachievementmotivationofteachersinspecialeducationschoolwascomparativelyhighandsignificantlyhigherthanthoseofteachersinordinaryschool;(

10、3)Teachersinordinaryschoolexperiencedmoreseriousjobburnoutthantheteachersdidinspecialeductionschoolontwodimensions,namelyemotionalexhaustionanddepersonalization;(4)Theinteractiveeffectofschool’Stypeandteachers’profession

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