A Study On The Relationship Among Personality, Role Stress And Teaching Supervision Efficacy Of Teachers In Military Medical University

Supervision in high school contains supervision organization, its members, and the teaching research according to some evaluation system. On this basis, supervision means inspecting, examining and instructing teaching, all of which are key links in the teaching quality supervision. The main work of supervision is supervising the teaching level and capacity of teachers. High school teachers play an important role in teaching process. What influences do their personality and role stress cause over supervision efficacy? What are the degrees of the influences? It is a new question the high school supervision is facing, and a new trend which is from common examining to personal service in high school supervision. The personality and role stress of teachers in one military medical university have been studied in the research which finally has come to a conclusion of suggestion of personal supervision from discussing the relation and influence among personality, role stress and teaching supervision efficacy in order to make a reference for improving teaching supervision efficacy in universities and colleges..The paper is generally divided into five parts:The first part: Preface. In this part, research background, purpose, meaning and content are given with the study technique routing as the end.The second part: Literature Review. The theory of personality, role stress and teaching supervision efficacy are analyzed by literature review and the correlation studies of personality, role stress and job performance are discussed.The third part: Research Methods. A survey has been conducted in teachers and supervisors with a self-designed scale to describe the status of teacher's personality, role stress and teaching supervision efficacy in the military medical university, analyze the factors affecting the teaching supervision efficacy and explore the relationship between personality, role stress, supervisory behavior and teaching supervision efficacy. The fourth part: Research Results. 178 teachers and 32 supervisors have been investigated and it has been found that teacher's personalities are significantly different compared with the national norms for adults and the norms of Chinese soldiers. Most teachers have the role stress, and male teachers of high education, high professional titles, high assertiveness and high tension have more significant role stress. There are differences of personality, role stress, and supervisory behavior of different teaching supervision efficacy. Distributed multivariate regression analysis results have suggested that factors influencing the teaching supervision efficacy are G (expedient: conscientious), Q1 (conservative: experimenting), Q2 (group-dependent: self-sufficient), role ambiguity, coordinating supervisory behavior, and accepting supervisory behavior. Regression coefficients are 1.186, -1.220, 0.977, -2.347, 0.886, 0.855. Finally, with standardized regression coefficient of the variables which have statistically significant in multivariate regression analysis as the main bodies, the personality, role stress, supervisory behavior and teaching supervision efficacy model diagram has been designed.The fifth part: Conclusions and Recommendations. Teacher's personality, role stress, and teaching supervisory behavior would have a direct or indirect impact on teaching supervision efficacy. It is recommended to supervisors to carry out individualized supervision with people-oriented principles according to different personality and role stress of teachers and it is suggested that teachers know their own personality characteristics, strengthen the role of adaptive capacity, and make timely communication with the supervisors to actively integration into the community of teaching supervision.