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以平民身份进入军营的文职教员,必须同时面对军队和教师两个陌生的环境和角色。由于文职人员制度实施过程中某些环节的不完善,院校中的学员、工作量、控制感、薪酬、群际关系和公平等组织因素均不同程度诱发了文职教员的职业挫折感。本文探讨了这种挫折感可能产生的负面影响以及院校从指导职业规划、提供组织支持和兑现心理契约等方面可以采取的组织预防策略。
Civilian instructors who enter the barracks as civilians must simultaneously face two unfamiliar circumstances and roles with the army and teachers. Due to the imperfectness of some aspects of the implementation of the civilian personnel system, organizational factors such as students’ workload, control, salary, social relations and fairness in colleges and institutes have induced the vocational frustration of civilian teachers to varying degrees. This article explores the possible negative effects of this frustration as well as the organizational preventive strategies that colleges and universities can take from guiding career planning, providing organizational support, and fulfilling psychological contracts.