数学教育学报2024，Vol.33Issue(3)：19-27,9.
数学教师工作满意度与学生数学学业成就的关系研究:基于因果结构分析框架的证据
Research on the Relationship between Mathematics Teachers'Job Satisfaction and Students'Mathematics Academic Achievements:Evidence Based on the Causal Structure Analysis Framework
摘要
Abstract
The causal relationship between teachers'job satisfaction and students'academic achievements is a powerful basis to support the formulation of relevant policies.In this regard,a causal structure analysis framework of the relationship between mathematics teachers'job satisfaction and students'mathematical academic achievements is constructed to explore its causal relationship.It is found that overall,mathematics teachers'job satisfaction is an antecedent variable that positively predicts students'mathematical academic achievements;From the perspective of teachers'professional development,there is still a developmental feature in the causal relationship between mathematics teachers'job satisfaction and students'mathematical academic achievements,gradually shifting from a one-way causal relationship to a two-way causal relationship.For novice and experienced mathematics teachers,their job satisfaction is an antecedent variable that positively predicts students'mathematical academic achievements.For expert mathematics teachers,there is a bidirectional causal relationship between job satisfaction and students'mathematical academic achievement that predicts each other.Based on this,the focus of educational policies to promote its development is to attach importance to teachers'emotional value,enhance teachers'professional expectations,guide teachers to pay attention to students'development,improve teachers'work motivation,increase teachers'professional development opportunities,and enhance their job satisfaction.关键词
数学教师工作满意度/数学学业成就/因果关系/交叉滞后模型Key words
mathematics teachers'job satisfaction/students'mathematical academic achievements/causal relationship/cross-lagged panel model分类
社会科学引用本文复制引用
张思雨,韩继伟,赵倩,白玉梅..数学教师工作满意度与学生数学学业成就的关系研究:基于因果结构分析框架的证据[J].数学教育学报,2024,33(3):19-27,9.基金项目
吉林省社会科学基金项目——教师评价素养的发展研究(2021B152) （2021B152）
