Construction Of Performance Structure Model Of Physical Educationteachers In Primary And Secondary Schools

Nowadays,under the joint force of quality-oriented education,the integration of physical education and the “new curriculum standard”and other educational design,the concept design and practice mode of school physical education are undergoing structural transformation,and the connotation,function and evaluation system of school physical education are undergoing essential innovation.As the primary responsible person,the primary and secondary school physical education teachers are in urgent need of a reasonable and effective evaluation system.This study is based on the teaching fusion,quality education and “new curriculum” education innovation background,with competence theory,dynamic ability and social exchange theory as the theoretical basis,in our primary and secondary school physical education teachers work performance structure model as the research object,through the literature,interview,questionnaire,mathematical statistics and comprehensive discussion method,build our primary and secondary school physical education teachers work performance structure model,the final conclusion:1.The work performance structure model of primary and secondary school PE teachers in China is the second order 6-factor model(second order 1 factor,first order 5 factor),in which the second order factor is the work performance and the first order 5 factor is task performance,contextual performance,development performance,teaching and research performance and counter-productive performance.2.According to the indicators obtained from literature and interviews,and the Survey Scale of Physical Education Teachers for 35 items(including 5 dimensions)verified by exploratory factor analysis and confirmatory factor analysis,which has good internal consistency reliability and structural validity.This scale provides a more scientific and effective method for educational administrators to manage and evaluate the performance of physical education teachers in primary and secondary schools in China.3.According to the mathematical statistics method,research results:development performance as an important part of work performance,it means that when evaluating and training the faculty,development performance should be paid attention to as a key indicator;teaching and research performance has emerged as a new dimension,it shows that the work composition of primary and secondary school physical education teachers has become more professional,academic and theoretical,it will also be an important direction for the future work and development of primary and secondary school PE teachers;counter-productive performance is an important part of the work performance structure model of physical education teachers in primary and secondary schools,need to gain more attention and discussion from the theoretical community;this study mainly measured the tendency of work burnout and interpersonal burnout in primary and secondary school PE teachers,the results show that this class of tendency is more obvious,and there is an upward trend;relational performance and task performance,as a basic part of the work performance of physical education teachers in primary and secondary schools,it reminds us to attach importance to the comprehensive quality of primary and secondary school PE teachers,especially the communication and coordination ability for the organization,the emotional value of the interpersonal interaction,and from the overall emphasis on the cultural influence and spiritual influence of sports on people.4.According to the analysis of the influence of demographic variables on the work performance of physical education teachers in primary and secondary schools,task performance is significantly affected by title,teaching years,annual income and school location;contextual performance was significantly affected by professional title,teaching years and annual income.Development performance is significantly affected by professional title,educational background,teaching years,annual income and school location.Teaching and research performance is significantly affected by professional title,educational background,teaching years,annual income and school location.The reverse production performance was significantly affected by the teaching age and the location of the school.