社会经济地位与新教师发展期待的关系研究

The Relation Research between Socioeconomic Status and Novice Teachers’ Development Expectation

：新教师的入职适应和发展期待一直受到国家、地方、社会和学校的密切关注，是教师参与专业发展的关键事件，不仅能够为教师专业发展奠定基础，而且有助于凝聚有效教育资源，推动教师专业发展，建立和谐的师生关系。社会经济地位作为影响教师发展期待的环境变量，对于新教师来说亦是如此。本研究主要参照美国心理协会编制的《社会经济地位量表》，设计更加具体的衡量指标，重新编制了符合教师群体的调查量表；同时编制了新教师的发展期待量表，继而探讨社会经济地位与新教师发展期待之间的关系，希冀基于此帮助新教师寻求实现发展期待的可能路径。

The occupational adaptation and development expectation of new teachers has been drawn close attention by nation， local， society and school. And they are critical incidents which teachers participate in professional development. Not only can lay the foundation for teachers’ professional development， but also can help take effective educational resources to promote teachers’ professional development， build harmonious relationship between teachers and students. As environment variables of influencing teachers’ development expectation， so is Socioeconomic Status for new teachers. This research designs the more specific measure mainly with reference to Socioeconomic Status Scale developed by American Psychological Association， and develops new investigation scale conform to teacher groups， while develops new teachers’ development expectation scale， then explore the relation between Socioeconomic Status and new teachers’ development expectation so as to help new teachers seek possible methods to development expectation achievement.