摘要
提高教师社会地位是建设高素质教师队伍的基本保障,教师主观社会地位是教师对自身社会地位的一种主观感知,影响教师的职业认同和工作积极性。当前教师经济地位和专业地位与教师的主观社会地位关系的研究结论不一,有待深入研究。基于北京市公办中小学中青年教师调查数据发现:教师经济地位和专业地位可以显著正向影响教师主观社会地位,而且相比于提高教师税后工资收入,增加有影响的专业发展活动和提升教学自主权对提升教师主观社会地位的影响更大;教师工资可能存在“经济地位阈值”,即工资达到某一水平后,教师的社会地位感知趋于稳定,且存在城乡异质性;教师工作压力和组织认同感在教师经济地位和专业地位对教师主观社会地位的影响中分别起到了负向调节和中介作用。建议优化薪酬福利体系,提升薪酬竞争力;强化专业发展支持,夯实教师专业地位;关注教师工作压力,构建压力管理机制;营造积极组织氛围,增强教师组织认同感。
Enhancing the social status of teachers is a fundamental guarantee for building a team of high-quality teaching staff.Teachers′subjective social status refers to their personal perception of the social standing,which has an influence on their profession recognition and working initiative.However,the current studies on the relations between teachers′economic status and professional status,as well as their subjective social status are showing big differences in getting a conclusion,which deserves to have deeper research.Based on the survey data from young and middle-ages teachers in Beijing′s public primary and secondary schools,the research has some findings as below.First,teachers′economic and professional statuses have a significant and positive impact on their subjective social status.Compared to increasing objective income,providing influential professional development activities and enhancing teaching autonomy have a greater impact on improving teachers′subjective social status.Second,there may be an"economic status threshold"for teachers′salaries and the heterogeneity of urban-rural responses-once the salary reaches a certain level,teachers′perception of their social status tends to stabilize,and there exists urban-rural heterogeneity in this regard.Third,teachers′job stress and organizational identity play the negative moderating and mediating roles,respectively,in the relationship between economic,professional status and subjective social status.Therefore,it suggests that we optimize the salary and benefits system for teachers to improve its competiveness,enhance the support for teachers′professional development to consolidate their profession status,alleviate teachers′working loads to help them with pressure management mechanism,and create a positive atmosphere to enhance their recognition to the reaching organization.
作者
杜屏
孙旭彤
任碧航
钟亚妮
DU Ping;SUN Xutong;REN Bihang;ZHONG Yani(Faculty of Education,Beijing Normal University,Beijing 100875,China;Center for Teacher Education Research,Beijing Institute of Education,Beijing 100011,China)
出处
《教师发展研究》
2025年第3期28-37,共10页
Teacher Development Research
基金
北京师范大学教育学一流学科培优项目学部统筹课题“新时代高质量教师教育体系与质量保障机制建设研究”(YLXKPY-XBTC202203)
北京市社会科学基金规划项目一般项目“北京市中小学教师工作时间、工资与职业认同感的关系研究”(19JDJYB005)。
关键词
中小学教师
主观社会地位
经济地位
专业地位
primary and secondary school teachers
subjective social status
economic status
professional status
