国际中文开源期刊平台

政策工具视角下乡村教师培训质量感知及其影响因素分析——基于广东省北部生态区的调查

Research on Perception and Influencing Factors of Rural Teacher Training Quality from the Perspective of Policy Tools —Based on the Western and Northern Regions of Guangdong Province

教育研讨 / 2024,6(3)：685-696 / 2024-06-25 88 53

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• 作者： 王慧¹      易敏²     
• 单位：

  1. 广东第二师范学院政法系，广州；
  2. 广东实验中学荔湾学校，广州

• 关键词： 政策工具；培训质量感知；影响因素
• Policy Tools; Perception of Training Quality; influence factors
• 摘要： 政策工具是政策制定与政策实施之间的桥梁和纽带。考察不同类型政策工具给乡村教师带来的培训质量感知情况，是理解、评估和提升乡村教师培训质量的切入点。本研究以广东省“一区”即北部生态发展区的乡村教师为研究对象，采用问卷调查法，从质量感知状况、质量感知的影响因素、政策工具与质量感知的相关关系等方面进行定量分析。结果表明，调查对象对近年来培训质量的满意度接近“比较满意”，对权威工具、象征和劝诫类政策工具的评价值和认可度较高，而对激励型政策、系统变革型政策、能力建设型政策工具的认可度相对较低。此外，具有不同性别、教龄、学历、职称等个体特征的乡村教师对培训质量和政策工具的感知有所不同。五类政策工具与乡村教师培训质量感知之间均存在显著的正向相关关系，但强弱程度在各变量上表现不一。
• Policy tools are the bridge and link between policy formulation and policy implementation. Examining the perception of training quality brought by different types of policy tools to rural teachers is a starting point for understanding, evaluating, and improving the quality of rural teacher training. Using a questionnaire survey method, a quantitative study was conducted on rural teachers in the western and northern regions of Guangdong Province from dimensions such as quality perception status, influencing factors of quality perception, and the correlation between policy tools and quality perception. Data analysis shows that the overall satisfaction of survey respondents with the quality of training in recent years is close to a “relatively satisfactory” state. The respondents’ recognition of different types of policy tools varies. There is a significant positive correlation between the five types of policy tools and the perception of rural teacher training quality, but the strength of the correlation varies across various variables. On this basis, propose suggestions for the application of various policy tools in rural teacher training practices.
• DOI： https://doi.org/10.35534/es.0603091
• 引用： 王慧，易敏．政策工具视角下乡村教师培训质量感知及其影响因素分析——基于广东省北部生态区的调查［J］．教育研讨，2024，6（3）：685-696．