中小学教师自主水平的调查研究

Research on the Level of Teachers' Autonomy in Primary and Secondary Schools

利用具有良好信效度的《教师自主问卷》,对我国17个省份两千多名中小学教师进行调查发现,中小学教师自主整体上处于中等偏上水平,在教师自主四个维度上发展不平衡,表现为自主意愿强烈,自主体验和自主抉择次之,自主行动较低;整体上性别差异不显著,但在自主意愿维度上,女教师显著高于男教师,在自主行动维度上,男教师显著高于女教师;在职称、不同学段、地区、教龄等方面存在显著差异,表现为高职称的教师显著高于中级和初级职称的教师,小学教师显著高于中学教师,城市教师显著高于村镇教师,教龄为11~15年和26年以上的教师显著高于5年以下的教师。基于调查结果,文章也提出了策略和建议,为了进一步提高中小学教师自主水平,促进教师发展提供参考和借鉴。

The study investigated more than two thousand primary and secondary school teachers’ autonomy in more than ten provinces in China by using the Teachers’ Autonomy Level Questionnaire with a good reliability and validity. The results show that autonomy level of primary and secondary school teachers on the whole was relatively high. But the development was not balanced on the four dimensions of the teachers’ autonomy level: the teachers had strong desire for autonomy, had some autonomous experiences and choices and had little autonomous action. On the whole there was no significant gender differences in teachers’ autonomy level. But the female teachers were significantly higher than male teachers in their desire for autonomy; the male teachers were significantly higher than female teachers in autonomous action score. Significant differences in autonomy level were found by professional titles, grade level, years of teaching experience and the regions. Teachers with high professional titles had significantly higher scores than those with intermediate and junior titles; primary school teachers had significantly higher scores than secondary school teachers; urban teachers had significantly higher scores than rural teachers; and teachers with 11-to-15 or over 26 years of teaching experience had significantly higher scores than those with teaching experience of less than five years. Based on the results, the study put forward strategies and suggestions in order to improve the teachers’ autonomy level and promote the development of teachers.