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教师政策对教师专业发展具有重要的影响。本研究采用问卷调查方法,通过收集基层教师对教师政策的理解以及对教师政策的总体满意度资料,探究各自的特征并分析二者之间的关系。结果表明,教师在政策的熟知度、认可度和配合度评价上处于中等程度。性别对政策知觉程度没有显著影响。不同教龄教师在熟知度和整体知觉上有显著差异;不同学历教师政策知觉在熟知度和整体知觉程度上也存在显著差异。教龄对教师政策满意度有显著影响。教师对准入政策的满意度最高,其次是自我预期和待遇政策,满意度最低的是任用政策,教师政策知觉和政策满意度存在关联,其中认可度与满意度呈高度显著正相关,配合度与满意度呈显著正相关。
Teacher policy has important influence on teachers’ professional development. This study uses a questionnaire survey method to explore the characteristics of each teacher and to analyze the relationship between them by collecting the teachers’ understanding of teachers’ policies and the overall satisfaction with teachers’ policies. The results show that teachers are familiar with the degree of policy understanding, recognition and coordination at a moderate level. Gender did not have a significant effect on policy perceptions. There were significant differences in familiarity and overall perception among teachers of different ages. There was also a significant difference in perceived policy awareness among different academic qualifications among familiarity and overall perception. Teaching age has a significant impact on teacher policy satisfaction. Teachers are the most satisfied with the access policy, followed by the self-expectation and treatment policy, the lowest satisfaction is the appointment policy, teacher policy perception and policy satisfaction, there is a highly significant positive correlation between acceptance and satisfaction, with the degree There was a significant positive correlation between satisfaction and satisfaction.