摘要
在国家实施新课程改革和绩效工资的双重背景下，对于学校组织的核心人员
教师而言，他们正在承受着越来越大的压力。此外，他们的工作对象是身体和心
理尚未成熟的青少年，而他们正处于能力发展、辨别是非意识亟待提升、个性塑
造的非常时期。因此，教师的工作热情和胜任力直接关系到教育教学质量，关系
到学生学习的积极性与学习动机。目前，许多教师缺乏工作动力，工作热情不高，
原因是这些教师缺乏强烈的成就动机，学校人力资源管理未能采取有效的内在
激励。如何有效利用适当的激励方式来激发教师的积极性，这是目前学校人力资
源管理需要面对的现实问题

论文以初中数学教师为例，就泉州地区学校教师群体的效能感进行现状调
查，在吸收已有的研究成果的基础上，结合访谈欧亿·体育（中国）有限公司，运用主成分分析，构建评
价泉州地区数学教师效能感的具体指标；运用采用文献分析法、单因素方差分析、
相关分析、独立样本 T 检验、因子分析和回归分析法并结合访谈欧亿·体育（中国）有限公司，较为深入
的分析泉州地区数学教师教学效能感的总体特征、各变量特征（如：城乡之间、
学校类型之间、年级、性别、年龄、教龄、学历、职称、职务等）以及影响因素

通过回归分析发现，教师学科知识与文化修养、教师教学监控能力、教师的共事
能力、学校的服务与管理、学生学习动机五个因素为影响教师教学效能感的重要
因素。其中，社会、学校因素是教师教学效能感的外部影响因素；性别、教龄、
年龄、职称、职务因素则是内部影响因素

论文基于来自一线教师群体 231 名样本的调研数据与群体意见的反馈，统
筹考虑。以自我激励理论、教师职业生涯自主发展理论为依据，从薪酬激励、教
师自主激励和培训激励三方面提出提高教师教学效能感的激励策略，最终促进
教师激励，为实现教师的可持续发展，提高教育教学质量提供有力的人力资源保
障

关键词：效能感 教学效能感 教师激励 人力资源III
Abstract
Teachers,core human resources of secondary schools,are bearing increasingly
heavypressurein the dual context of the new national curriculum reform and the perfo
rmance-
valued payment system.In addition, they need to face a group of physical and mental
immature teenagers, who are weak to distinguish right from wrong and
going through personality shaping and ability developing period.Teachers work enthu
siasm and competency are related to the quality of education and teaching directly as
well as students’ learning enthusiasm and motivation.Currently, there is a phenomeno
-
n that teachers lack adequate motivation and enthusiasm generally, which is because t
eac-hers lack a kind of achievement motivation and school human resources failed to
provide intrinsic motivation effectively. How to use the appropriate incentive method
Effectivelyto stimulate the enthusiasm of teachers, which is one of the most important
issue of human resources management for schools.
This paper takes the secondary school mathematics teachers as an example,
investigating the current situation of the core human resource group in Quanzhou area.
While it absorbs the existing research results, it also combines with interviews and
principal component analysis, therefore, constructs a specific indicators system to
evaluate the efficacy Quanzhou schools’ core human resources.This paper uses the
method of literature analysis, single factor analysis, correlation analysis, independent
sample T test, factor analysis and regression analysis and interview.The further analysis
of the general characteristics of a sense of Quanzhou school&39;s core teaching
effectiveness of human resources, characteristics of each variable (such as between
urban and rural areas, among school types, grade, gender, age, teaching age, education,
title, job, etc.) and influencing factors.Through the regression analysis, it is found that
the five factors of teachers&39; knowledge and culture, teachers&39; teaching ability, teacher&39;s
ability to work, school service and management and students&39; learning motivation are
important factors.For the external factors, the social factors and school factors areIV
influencing factors; for the internal factors, gender, age, years of teaching, title and job
are the factors that affect the teaching effectiveness of teachers.
This paper is based on the feedback from the survey data and group opinion of
231 samples from the first-line core human resource group.Based on the theory of self
- motivation and independent career development of teachers, this paper puts forward
the incentive and management strategies of organizational core human resource
teaching efficiency from the aspects of salary incentive management, teacher
independent incentive management and training incentive management, and organizes
the core human resource teaching efficacy incentive management, and ultimately
promote teacher incentives, providing human resources and support to achieve the
sustainable development of the schools’ core human resource and teaching quality
improvement.
Key words: Efficiency Teaching teaching efficacy Teachers motivation
Human resourceV
目 录
第 1 章 绪论 .......1
1.1 研究背景与意义 .......1
1.1.1 研究背景 .........1
1.1.2 研究意义 .........1
1.2 研究内容与方法 .......3
1.2.1 研究内容 .........3
1.2.2 研究方法 .........5
1.3 创新之处 .......6
第 2 章 理论与文献综述 .........7
2.1 相关概念与界定 .......7
2.1.1 自我效能感 .....7
2.1.2 教师自我效能感与中学教师教学效能感 .....7
2.1.3 教师激励 .........8
2.2 自我调节激励理论 ...9
2.2.1 控制点归因理论 .........9
2.2.2 公平理论 .........9
2.2.3 自我效能感理论 .......10
2.2.4 教师职业生涯自主发展理论 ...........10
2.3 文献综述研究 ......... 11
2.3.1 教师激励的国内外研究综述 ........... 11
2.3.2 人力资源管理与自我效能感的研究综述 ...12
2.3.3 文献综述述评 ...........14
第 3 章 教师效能感的特点与激励机制 ........15
3.1 教师教学效能感的内涵及特点 .....15
3.1.1 教师教学效能感的内涵 .......15
3.1.2 教师教学效能感的特点 .......16
3.2 教师教学效能感的激励机制 .........16VI
3.3 论文研究假设 .........20
第 4 章 教师教学效能感的实证检验 ..........21
4.1 数据来源 .......21
4.2 研究程序与方法 .....22
4.2.1 研究目的 .......22
4.2.2 研究程序与方法 .......22
4.3 数据检验 .....24
4.4 小结 .25
第 5 章 教师效能感的实证分析 ..27
5.1 教师效能感的总体特征描
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