中小学校长自我和谐与社会支持关系研究

目的 了解中小学校长自我和谐状况,并探讨社会支持与自我和谐的关系.方法 采用《自我和谐量表》和《社会支持评定量表》对340名中小学校长进行团体施测.结果 中小学校长的自我和谐水平与社会支持水平均较一般人高(P＜0.00l)；男性校长比女性校长表现出更高的自我刻板性(P＜0.001)；年龄、教龄与自我刻板性显著正相关(P＜0.01),学历与自我经验不和谐、自我刻板性及不和谐总分均显著负相关(P＜0.01),学校偏远程度与自我经验不和谐、自我刻板性及不和谐总分均显著正相关(P ＜0.05或0.01),职称与自我经验不和谐以及不和谐总分显著负相关(P＜0.05).结论 中小学校长自我和谐状况整体较好,社会支持与自我和谐水平显著正相关.

Relationship between Social Support and Self-harmony in Primary and Secondary Schoolmasters

objective To understand the status of their self-harmony and explore the relationship of self-harmony and social support.Methods Self-consistency and congruence scale and social support rating scale were used to test in 340 primary and secondary schoolmasters.Results The levels of schoolmasters’ self-harmony and social support were higher(P<0.001);Male schoolmasters showed higher self-rigidity than female(P<0.001);Age and education factors showed significant positive correlations with self-stereotype respectively(P<0.01);Self-experience discord,self-rigidity and overall score were negatively correlated with education significantly(P<0.01);Self-experience discord,self-rigidity and overall score were positively correlated with the remoteness of school significantly(P<0.05 or 0.01);Self-experience discord and overall score were negatively correlated with title significantly(P<0.05).Conclusion Primary and secondary schoolmasters have good self-harmony abilities.There is a significant and positive correlation between self-harmony and social support.