Made available in DSpace on 2014-07-29T16:10:33Z (GMT). No. of bitstreams: 1 DISSERTACAOALESSANDRALEAO.pdf: 626333 bytes, checksum: 5f13b97333398fbbe97685a47f4d2b85 (MD5) Previous issue date: 2008-08-25 / This study aimed to carry out a bibliographically-grounded theoretical deepening and a reflexive analysis of the conception of teacher present in the cycles of human formation, co-substantiated in the Political-Pedagogical Proposal for the Fundamental Education of Children and Adolescents of the Municipal Secretary of Education of Goiania, approved during the 2001-2004 office. The analysis of the official document, the theoretical production of some referential authors and other proposals for the cyclic organization in the country aimed to expand the reflection on the theme. The present study stems from the discussion regarding the expansion of school access, within the context of Brazilian education during the 1980s and 1990s, a period of implementation and expansion of the proposal of cycles. The study also highlights the historic period of political and economic opening in the country, the advance of neoliberal policies and the central positioning of education in the discussions of educational policies both nationally and internationally. In an attempt to apprehend the conception of education and teacher in the development of this proposal, the way chosen was the study of the cycle expansion in the country as a new form of organization of the school systems of education. The analysis of the proposal of Goiania is accompanied by reflections on other experiences of cycles carried out in the country / Este trabalho objetivou realizar um aprofundamento teórico e uma análise reflexiva, com base em estudo bibliográfico, acerca da concepção de professor presente nos ciclos de formação humana, consubstanciada na Proposta Político-Pedagógica para a Educação Fundamental da Infância e da Adolescência da Secretaria Municipal de Educação de Goiânia, aprovada na Gestão 2001-2004. A análise do documento oficial, da produção teórica de alguns autores referenciais e de outras propostas de organização em ciclos no país teve como objetivo ampliar a reflexão sobre o tema. O estudo parte da discussão acerca da ampliação do acesso à escola, no contexto da educação brasileira nas décadas de 1980 e 1990, período de implantação e expansão da proposta de ciclos, e destaca também o momento histórico de abertura política e econômica do Brasil, o avanço das políticas neoliberais e a centralidade da educação nos discursos das políticas educacionais tanto no âmbito nacional quanto internacional. Na tentativa de apreender a concepção de educação e de professor no engendramento desta proposta, o caminho escolhido foi o estudo da expansão dos ciclos no país como uma nova forma de organização dos sistemas escolares de educação. A análise da proposta de Goiânia é acompanhada de reflexões sobre as demais experiências de ciclo levadas a cabo no país

Made available in DSpace on 2014-07-29T16:15:26Z (GMT). No. of bitstreams: 1 DISSERTACAOALESSANDRALEAO.pdf: 626333 bytes, checksum: 5f13b97333398fbbe97685a47f4d2b85 (MD5) Previous issue date: 2008-08-25 / This study aimed to carry out a bibliographically-grounded theoretical deepening and a reflexive analysis of the conception of teacher present in the cycles of human formation, co-substantiated in the Political-Pedagogical Proposal for the Fundamental Education of Children and Adolescents of the Municipal Secretary of Education of Goiania, approved during the 2001-2004 office. The analysis of the official document, the theoretical production of some referential authors and other proposals for the cyclic organization in the country aimed to expand the reflection on the theme. The present study stems from the discussion regarding the expansion of school access, within the context of Brazilian education during the 1980s and 1990s, a period of implementation and expansion of the proposal of cycles. The study also highlights the historic period of political and economic opening in the country, the advance of neoliberal policies and the central positioning of education in the discussions of educational policies both nationally and internationally. In an attempt to apprehend the conception of education and teacher in the development of this proposal, the way chosen was the study of the cycle expansion in the country as a new form of organization of the school systems of education. The analysis of the proposal of Goiania is accompanied by reflections on other experiences of cycles carried out in the country / Este trabalho objetivou realizar um aprofundamento teórico e uma análise reflexiva, com base em estudo bibliográfico, acerca da concepção de professor presente nos ciclos de formação humana, consubstanciada na Proposta Político-Pedagógica para a Educação Fundamental da Infância e da Adolescência da Secretaria Municipal de Educação de Goiânia, aprovada na Gestão 2001-2004. A análise do documento oficial, da produção teórica de alguns autores referenciais e de outras propostas de organização em ciclos no país teve como objetivo ampliar a reflexão sobre o tema. O estudo parte da discussão acerca da ampliação do acesso à escola, no contexto da educação brasileira nas décadas de 1980 e 1990, período de implantação e expansão da proposta de ciclos, e destaca também o momento histórico de abertura política e econômica do Brasil, o avanço das políticas neoliberais e a centralidade da educação nos discursos das políticas educacionais tanto no âmbito nacional quanto internacional. Na tentativa de apreender a concepção de educação e de professor no engendramento desta proposta, o caminho escolhido foi o estudo da expansão dos ciclos no país como uma nova forma de organização dos sistemas escolares de educação. A análise da proposta de Goiânia é acompanhada de reflexões sobre as demais experiências de ciclo levadas a cabo no país

本研究旨在瞭解高雄市國中教師工作壓力、工作投入與組織承諾關係之現況，並分析教師背景變項在工作壓力、工作投入、組織承諾的差異情形，最後探討工作壓力、工作投入、組織承諾三者之關係。 本研究以問卷調查法，以探討所欲研究之問題。問卷調查法以自編「高雄市國中教師工作壓力、工作投入與組織承諾關係調查問卷」（內含基本資料、教師工作壓力量表、教師工作投入量表、教師組織承諾量表）為工具。以高雄市之公立國民中學教師為研究對象，分層抽取44所學校，共發出問卷683份，回收626份，有效問卷602份，有效回收率為88.1%。所得資料以描述性統計、ｔ考驗、單因子變異數分析與Scheffé事後比較、Pearson’s積差相關、多元逐步迴歸分析等統計方法進行資料分析。 其研究結論如下： 一、高雄市國中教師工作壓力之現況，呈現中低程度；工作投入與組織承諾之現況，整體表現良好。 二、在教師背景變項中，教師不同性別、教學年資、擔任職務、學校規模、任教地區對工作壓力的感受，並無顯著不同；教師年齡在30歲（含）以下於「學生行為」的壓力知覺上為最高。 三、在教師背景變項中，教師不同任教地區對工作投入的感受，並無顯著不同；男性教師、年齡較大、教學年資較深、兼任處室主任組長、學校規模12班（含）以下的教師在工投入程度較佳。 四、在教師背景變項中，教師不同學校規模、任教地區對組織承諾的感受，並無顯著不同；男性教師、年齡較大、教學年資較深、兼任處室主任組長的教師在組織承諾的表現較佳。 五、高雄市國中教師整體工作壓力及各層面對整體工作投入、組織承諾及各層面均具有顯著負相關；整體工作投入及各層面對整體組織承諾及各層面均具有顯著正相關。 六、高雄市國中教師工作壓力、工作投入等各層面對整體組織承諾之預測情形，以「工作認同」具有正向的預測力、「人際關係」具有負向的預測力。 最後依據研究結果與結論，提出具體建議，以作為教育行政機關、學校單位、教師本身以及未來研究的參考。 / The purpose of this study was to examine the relationships of job stress, job involvement, and organizational commitment for junior high school teachers in Kaohsiung City. By comparing the differences of demographic variables on job stress, job involvement, and organizational commitment, the relationships among them were discovered. Questionnaire survey was conducted, and the “Questionnaires of relationships among job stress, job involvement, and organizational commitment for junior high school teachers in Kaohsiung City” were used. A total of 44 junior high schools were stratified sampled. 626 of 683 questionnaires were returned with an 88.1% efficient rate. Descriptive statistics, T-test, ANOVA, Pearson product-moment correlation coefficient, multiple stepwise regression were used to analyze data. The conclusions were as follows: 1. The junior high school teachers in Kaohsiung City showed high degree of job involvement and organizational commitment and a low-medium degree of job stress. 2. There were significant differences in job stress in terms of demographic variables such age. Teachers who were under 30 years old had the highest perceptions of job stress. 3. There were significant difference in job involvement in terms of demographic variables such gender(male), age(elder), working years(Junior), executive position, and school scales(under 12 classes). 4. There were significant difference in organizational commitment in terms of demographic variables such gender(male), age(elder), working years(Junior), executive position. 5. There were significant positive correlations between job involvement and organizational commitment; there were significant negative correlations between job stress and job involvement, organizational commitment. 6. The organizational commitment of teachers in Kaohsiung City could be predicted significantly (positive) by job identification and personal correlations (negative). The study is finalized at purpose practical suggestions based on the findings and conclusions to educational administration authorities, junior high schools, teachers, for further study and reference.

本研究從女性主義理論角度出發，主要研究目的在探討現今國中教師在教學互動過程裡，是否展現出性別角色刻板化態度？他們的態度否因其人口特質（如：性別、年齡、省籍、婚姻狀況）、師資培育訓練歷程、教學及行政經驗的不同而產生差異？上述的因素是如何影響教師的兩性平等教育意識（包括教學平權態度、教學性別區隔、女性主義理念）？ 本研究係採用研究者自行編製的問卷作為研究工具，研究範圍則限台北市及台北縣國民中學，從研究者個人網絡選擇受訪者，再由受訪者代替研究者於授課學校進行隨機抽樣調查，總計有效樣本為401份。樣本資料經檢核登錄後，研究者以SAS統計分析軟體進行資料分析。 研究結果及主要發現如下： 一、男老師仍然掌控學校行政事權，女老師不僅較少參與行政工作，也因為傳統性別角色的影響（包括：母職及傳統女性角色的壓抑），她們的行政意願普遍低落。 二、教師的教學態度仍深為性別刻板角色所左右，包括教師仍強調複製兩性特質的教育功能及女性的母職角色。 三、教師仍容易以〝性別〞作為評估與詮釋學生行為的必然標準，．此外〝性別〞也是教師在控制學生及教室管理的重要方式；男教師的教學態度明額較不平權。 四、多數教師贊成教育機會平等，但對於〝女性主義教育理念〞（給予女性更多的教育資源以扭轉其弱勢地位）接受度低。 五、教師對於教職〝性別形象〞（女性化）的重視大過於〝專業能力〞；女教師的教職女性化刻板觀念較深。 六、性別社會化是影響教師〝性別角色刻板化〞及〝兩性教育平等意識〞的主因，女教師對於傳統性別角色的反省與兩性平權教育的思考均比男老師積極。 七、中壯年（40歲以上）教師不僅有明顯的性別偏見，他們對兩性教育的態度也較不平權；自然學科的教師也較贊同〝教育性別區隔〞，這表示他們在判斷學生的學習成就及傾向時，會有〝性別〞的預設立場；教學年數愈長的老師其性別角色的刻板化程度也愈高，他們也較贊同教育應有性別區隔。顯示教育的〝量〞（學習多久）對於個人性別平等意識的影響不如〝質〞（學習內容）來的重要。