The Relationship between Teacher Autonomy and Stress, Work Satisfaction, Empowerment, and Professionalism
The Relationship between Teacher Autonomy and Stress, Work Satisfaction, Empowerment, and Professionalism
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教师自主权与压力、工作满意度、赋权和专业精神之间的关系
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发表时间：
2005
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影响因子：
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通讯作者：
W. Moomaw
中科院分区：
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作者：
L. Pearson;W. Moomaw
摘要本研究旨在探讨教师自主性与工作压力、工作满意度、授权与专业精神的关系。使用一个可靠和有效的测量课程自主性和一般教学自主性（TAS），发现随着课程自主性的增加，工作压力减少，但课程自主性和工作满意度之间的关联不大。研究还表明，随着一般教师自主权的增强，教师的赋权和专业精神也在增强。此外，作为工作满意度，感知授权，和专业精神增加的工作压力下降，更大的工作满意度与高度的专业精神和授权。本研究的结果还表明，自主性并没有不同的教学水平（小学，初中，高中）。在研究教师动机、工作满意度、压力（倦怠）、专业精神和赋权时，一个常见的联系是教师自主权（Brunetti，2001; Kim & Loadman，1994; Klecker & Loadman，1996; Ulriksen，1996）。许多研究已经检查了这些结构和它们之间的关系，揭示了一个共同点：教师需要有自主权（Erpelding，1999; Jones，2000; Wilson，1993）。在审查教育改革举措时，自主权似乎正在成为一个关键变量，有些人认为，给予自主权和赋予教师权力是解决当今学校问题的一个适当的开始点（Melenyzer，1990年; Short，1994年）。承认教学是一种职业，培养专业教师也是一种可能的解决办法。如果要赋予教师权力，使其成为专业人士，那么教师就必须像其他专业人士一样，有自由为学生开出最好的治疗方案，就像医生/律师为病人/客户开出最好的治疗方案一样;这样做的自由被一些人定义为教师自主权。尽管与上述结构的联系已经被反复证明，由于直接涉及教师自主权的研究很少，特别是在制定适当措施时，因为自主权难以操作（例如，皮尔逊和霍尔。1993年）。与教师自主性相关的结构有太多的研究已经检查了教师的内在和外在动机。教师的内在因素包括帮助学生取得成就的愿望，在社会上有所作为的愿望，以及当他们看到学生学习时所感受到的成就感;教师的外在因素包括报酬。非货币性的附加福利，以及对业绩的认可（Ashbaugh，1982; DeJesus，1991; Dinham & Scott，1996; Farrar. 1981;凡士通& Pennell，1993; Picard，1986; Porter.一九九三年; Swanson & Koonce，1986）总的来说，“内在奖励比外在奖励（如绩效工资）更能激励教师。1981，p.2i和研究的主体倾向于支持这一概念。布朗（1996）发现了三个主要原因（所有内在的）为什么教师离开这个职业：个人成长的需要，对教育哲学的渴望，以及对他们的努力缺乏尊重和认可相比之下，Sarafoglu（1997）也发现了教师留在这个职业的内在原因：对学习的热爱，对孩子的热爱，弹性，合作性和反思性虽然大多数研究支持使用内在奖励来激励教师，教师和校长都认为他们最大的需求不足是安全和自主自主性是教师动机的一个方面（Khmelkov，2000，Losos，2000，白色，1992），因此，教师工作满意度的相关动机因素的介绍是必要的。…
Abstract The purpose of this study was to examine the relationship between teacher autonomy and on-the-job stress, work satisfaction, empowerment, and professionalism. Using a reliable and valid measure of curriculum autonomy and general teaching autonomy (TAS), it was found that as curriculum autonomy increased on-the-job stress decreased, but there was little association between curriculum autonomy and job satisfaction. It was also demonstrated that as general teacher autonomy increased so did empowerment and professionalism. Also, as job satisfaction, perceived empowerment, and professionalism increased on-the-job stress decreased, and greater job satisfaction was associated with a high degree of professionalism and empowerment. The results of this study also indicate that autonomy does not differ across teaching level (elementary, middle, high school). A common link that appears when examining teacher motivation, job satisfection, stress (burnout), professionalism, and empowerment is teacher autonomy (Brunetti, 2001; Kim & Loadman, 1994; Klecker & Loadman, 1996; Ulriksen, 1996). Much of the research that has examined these constructs and their relationships has revealed one thing in common: the need for teachers to have autonomy (Erpelding, 1999; Jones, 2000; Wilson, 1993). Autonomy seems to be emerging as a key variable when examining educational reform initiatives, with some arguing that granting autonomy and empowering teachers is an appropriate place to begin in solving the problems of today's schools (Melenyzer, 1990; Short, 1994). Recognizing teaching as a profession and developing professional teachers has also been set forth as a possible solution. If teachers are to be empowered and exalted as professionals, then like other professionals, teachers must have the freedom to prescribe the best treatment for their students as doctors/lawyers do for their patients/clients; and the freedom to do such has been defined by some as teacher autonomy Although the link to the aforementioned constructs has been repeatedly demonstrated, identifying the underlying theoretical dimensions of teacher autonomy itself has met with varied results as studies directly pertaining to teacher autonomy are few in number, particularly when developing appropriate measures since autonomy is difficult to operationalize (e.g., Pearson & Hall. 1993). Constructs Related to Teacher Autonomy There is a plethora of research that has examined the intrinsic and extrinsic motivation of teachers. Intrinsic factors for teachers include the desire to help students achieve, the desire to make a difference in society, and the sense of accomplishment felt when they see a student learn; extrinsic factors for teachers include pay. non-monetary fringe benefits, and recognition of performance (Ashbaugh, 1982; DeJesus, 1991; Dinham & Scott, 1996; Farrar. 1981; Firestone & Pennell, 1993, Picard, 1986; Porter. 1993; Swanson & Koonce, 1986) Overall, "Intrinsic rewards are much more powerful for motivating teachers than are extrinsic rewards, such as merit pay" (NIE. 1981, p.2i and the body of research tend to support this notion. Brown ( 1996) found three major reasons (all intrinsic) why teachers leave the profession: the need for personal growth, the desire for a philosophy of education, and a lack of respect and recognition for their efforts In contrast, Sarafoglu ( 1997) also found intrinsic reasons why teachers stay in the profession: a love of learning, a love of children, resilience, collegiality, and reflectivity While the majority of research supports the use of intrinsic rewards to motivate teachers, both teachers and principals fell that their greatest need deficiencies were security and autonomy (Nero, 1995) Autonomy is one facet of teacher motivation (Khmelkov, 2000, Losos, 2000, White, 1992), therefore, a presentation of the related motivational factor of teacher job satisfaction is essential. …