【作者】 王亮；

【导师】 王益明；

【作者基本信息】 山东大学 ， 企业管理， 2009， 硕士

【摘要】 高校教师工作满意度是指高校教师对自己工作各方面的态度和评价,即喜爱自己职业的程度。高校教师工作满意度测评已成为现代高等教育管理的一个重要手段和方法,能够使高校管理者及时掌握教师的需求及对待工作的态度,以便有针对性地进行管理或变革,更有效调动教师工作的积极性和创造性,提高高校教学、科研和社会服务的质量,提高高校的管理水平。由于对高校教师工作满意度的研究在我国起步较晚,到目前为止,研究成果较少,且至今没有形成高校教师工作满意度结构和影响因素的统一结论,而且也没有形成较成熟的、具有较强针对性的高校教师工作满意度测评工具。本文是对上述研究的充实和深化,尤其是高等学校实行岗位设置与聘用制改革以来,还没有任何一位研究者针对实施岗位聘任制以后高校教师的工作满意度状况进行调查、分析和研究,本文在一定程度上填补了该方面研究的空白。本文首先对工作满意度的概念、相关理论、影响因素以及常用的测量方法与工具进行了梳理和分析,在此基础上,借鉴和吸收国内外相关研究成果,结合高校教师的行为特点,探讨了高校教师工作满意度的结构,构建了高校教师工作满意度测评体系,选择确定了高校教师工作满意度测评的评价指标、影响因素及测评工具。然后以SDWH为例,在对该校教师工作满意度预调查的基础上,对本文所构建的高校教师工作满意度测评量表进行了分析和检验,形成正式测评量表,并利用此测评工具对SDWH教师工作满意度进行实证研究,利用统计分析方法,分析描述该校教师总体工作满意度状况及在不同人口统计变量(性别、年龄、工作年限、职称及聘岗级别、专业、学历)上的差异性。本文的研究结果为：(1)高校教师工作满意度的测评指标可以概括为七个层面：工作本身、工作条件、工作回报、人际关系、领导与管理、管理制度、工作压力。(2)高校教师的总体工作满意度较高。其中,在工作本身、工作条件、人际关系等层面得分较高,处于比较满意水平；在工作回报层面的得分最低,处于相对不满意水平。(3)不同个体特征的高校教师在满意度水平上存在差异：在性别因素上,男教师的工作满意度从整体工作满意度、人际关系、领导与管理、管理制度方面略高于女教师,在工作本身、工作回报、工作压力方面则相反,但这种差异在各维度的表现上均不显著。在年龄因素上,教师的工作满意度水平基本上是随着年龄的增长而呈现“U”形关系；50岁以上的教师在整体工作满意度、工作本身、工作回报、管理制度方面明显高于其他年龄段教师；不同年龄教师在整体满意度、工作本身、工作条件、领导与管理方面存在显著性差异。教师工作满意度水平在工作年限因素上存在着与年龄因素大致相似的规律。不同职称及岗位级别的教师工作满意度在工作本身、工作条件、领导与管理、管理制度方面差异性显著；随着职称及岗位级别的提升,高校教师满意度的总体得分也基本呈上升趋势,即表现出了更高的工作满意度水平；但随职称提升,工作压力有下降趋势。不同专业教师在工作本身、工作条件方面差异性显著,在其他几个层面上无明显差异；在工作本身层面,理工科教师满意度高于人文学科教师；但在工作条件方面正相反,这与理工科教师更需要教学科研设备吻合。不同学历教师在工作条件、领导与管理方面差异性显著；随着学历的提升,教师在领导与管理、管理制度层面上满意度水平基本呈上升趋势,即表现出了更高的工作满意度水平；但在总体满意度、工作本身、工作条件方面反而有下降趋势；在工作压力维度,呈现出高低学历者压力小,中间学历压力较大的现象。根据上述研究结论,针对分析发现的问题,本文进一步提出了提高该校教师工作满意度的对策。更多还原

【Abstract】 The job satisfaction of university teachers is university teachers’ evaluation and attitude of their job, i.e. the degree of love of their profession. The evaluation of university teachers’ job satisfaction has become one of the most important means and methods of modern higher education management, which can make the university managers timely master teachers needs and attitudes towards their work to make specific supervisions and reforms, more effectively boost university teachers’work enthusiasm and creativity, improve the quality of teaching, research and social services in universities, improve the management level of universities.Since the research of university teachers’job satisfaction started relatively late in China, research literatures are few till now, unified consensus on the structure and effecting factors of the university teachers’job satisfaction has not been reached until now, relative mature and specific evaluation tool of university teachers’job satisfaction has not been produced. This paper has enriched and deepened the above-mentioned research. Especially since universities implemented the reform of post setup and contract employment no researcher is found to do the investigation, analysis and research of university teachers’job satisfaction after the implementation of post contract reform, this paper has filled the blank of the field in this research to some degree.This paper firstly traced and analyzed the concept, relevant theories, affecting factors, standard measuring methods and tools, on the basis of which we explored the structure of university teachers’job satisfaction, constructed evaluation system of university teachers’job satisfaction, selected and defined the evaluation indicators, affecting factors and evaluation tools of university teachers’job satisfaction by using and absorbing foreign and domestic relevant research results, combining the behavior characteristics of university teachers. Using the example of SDWH, we then made the confidence and efficiency test of the constructed university teachers’job satisfaction evaluation scale, produced the formal evaluation scale on the basis of the survey of this university teachers’job satisfaction. And we made use of this evaluation scale to do positive research on the teachers’job satisfaction in SDWH, analyzed and described this university teachers’general condition of work satisfaction and the difference of different population statistics (gender, age, work term, profession titles and contracted post class, specialization and academic degree) by using statistic analytical methods. The results of this paper are as follows:(1) The evaluation indicators of university teachers’job satisfaction can be generalized into seven categories:work itself, work condition, work returns, personal relations, supervisors and management, managing system and work pressure.(2) University teachers’job satisfaction is higher in general. The scores of work itself, work conditions and personal relations etc. are higher among others and being at the relatively satisfactory level. The score of work return is lowest and being at the unsatisfactory level.(3) There exists difference at the satisfaction level of university teachers with different individual characteristics:In terms of gender factor, male teachers’job satisfaction is slightly higher than that of female teachers in general work satisfaction, work relation, supervisors and management and managing systems; while the contrary is true in work itself, work return, work pressure, however the difference is not significant in all factors.In terms of age factor, the level of the teachers’ job satisfaction basically displays an "U" shape relation with the increase of age:teachers aged over 50 have significantly higher scores than teachers of other ages in general work satisfaction, work itself, work return, managing system; there exists significant differences in teachers of different ages in general work satisfaction, work itself, work condition, supervisors and management.Teachers’job satisfaction level displays similar patterns of age factors in terms of work term factors.The job satisfaction of teachers with different profession has significant differences in work itself, work condition, supervisors and management and managing system:the total score of university teachers’job satisfaction basically increases with the increase of profession title and post class, i.e. displays higher job satisfaction level though the work pressure decreases with the increase of profession title.The job satisfaction of teachers with different specializations has significant differences in work itself and work condition, but displays no significant differences in other factors. In terms of work itself, teachers of science have higher satisfaction level than those of social sciences. But the contrary is true in terms of work condition, which may be due to the fact the teachers of science need scientific equipments more.The job satisfaction of teachers with different academic degree has significant differences in work condition:the university teachers’job satisfaction level basically increases with the increase of academic degree in supervision and management, managing system, i.e. displays higher work satisfaction level, but it displays decreasing pattern in total satisfaction, work itself, work condition; in terms of work pressure dimension, the work pressure is lower among teachers of higher academic degree and higher among medium academic degree holders.This paper proposes the policy specific to the problems found in the analysis to further improve this university teachers’ job satisfaction based on the above-mentioned conclusion.更多还原