摘要
目的:探讨不同班级水平、城镇与农村、社会支持与否对教师职业倦怠的影响,探讨大中小学教师职业倦怠与心理健康的关系。方法:①于2003-01/2004-12从新疆维吾尔自治区大、中小学6所汉语学校进行在岗教师的整群抽样,抽取669名汉族教师作为被试进行问卷调查。②采用Maslach教师职业倦怠问卷评估倦怠情况,共有3个维度22道题目构成,采用4点评分法,从"从未如此"到"经常如此"分别记1￣4分。各维度得分为本维度所有项目的平均分,得分越高,倦怠程度越重。采用症状自评量表评估心理状况,该量表共有90个问题,包括10个症状因子,采用5级评分,得分越高,心理问题越严重。③计量资料差异比较采用方差分析,并进行直线相关分析。结果:纳入669名汉族教师,发放问卷669份,回收填写完整、准确的问卷657份(98.2%),城镇437人,农村220人;大学教师181人,中学教师239人,小学教师237人;年龄22￣55岁,平均(38±10)岁。①教师职业倦怠状况:教师在情感衰竭、去个性化和成就感3个维度上的平均数和标准差分别是2.69±0.62,1.79±0.48,3.47±0.44。因采用4级评分,中数为2.5,所以结果显示教师的低成就感较高,情感衰竭程度亦偏高,而去个性化程度并不明显。②大、中,小学教师职业倦怠状况:大学、中学和小学教师三者间进行方差分析比较在职业倦怠的3个维度上比较,差异明显(F=16.25￣27.38,P<0.01),且三者间的两两比较也均有显著性差异(q=3.00￣9.97,P<0.05￣0.01)。小学教师的情感衰竭程度、去个性化与低成就感均最高,大学教师最低。③城镇与农村教师职业倦怠状况比较:城镇与农村教师两者比较,在低成就感和情感衰竭方面差异明显(F=1.5298,1.2656,P<0.01,0.05);在去个性化方面无差异。城镇教师的情感衰竭程度与去个性化得分均是最高,农村教师最低;而低成就感农村教师最高,城镇教师最低。④社会支持
AIM： To investigate the influence of different class levels, city and countryside, having a social support or not on the occupational burnout of teachers, and explore the association between the occupational burnout on college, secondary school and primary school teachers and mental health.
METHODS： ①With the cluster sampling, 669 Han teachers were selected from 6 Chinese colleges, secondary schools and primary schools from January 2003 to December 2004 for investigation. ②Maslach Burnout Inventory （MBI） was used to evaluate the burnout condition, which consisted of 3 dimensions and 22 subjects, scored 1 to 4 points from ＂never＂ to ＂usually＂. Scores of each dimension served as the average score of all the items; the higher the points, the more serious the burnout. The symptom checklist 90 （SCL-90） was adopted, which was composed of 90 questions including 10 symptom factors, and scored by 5-grade; the higher the points, the more serious the psychological problems. ③The measurement data were compared by analysis of variance, and analyzed by linear correlation analysis. RESULTS： All 669 teachers were involved; 669 questionnaires were sent out and 657 complete and correct ones were retrieved （98.2%） including 437 city, and 220 countryside; 181 college teachers, 239 secondary school teachers and 237 primary school teachers aged 22-55 years with the average age of （38±10） years. ①Occupational burnout condition of teachers： The average points and standard deviation in the emotional exhaustion, depersonalization and diminished accomplishment were 2.69±0.62, 1.79±0.48, 3.47±0.44. With the 4-grading system, the median interval was 2.5, indicating that the diminished personal accomplishment of the teachers was higher, emotional exhaustion higher, while the depersonalization was not obvious. ②Occupational burnout in college, secondary school and primary school teachers： in the analysis of variance, there were significant differences in the three dimensions among them （F =16
出处
《中国组织工程研究与临床康复》
CAS
CSCD
北大核心
2007年第39期7895-7897,7902,共4页
Journal of Clinical Rehabilitative Tissue Engineering Research
基金
全国教育科学"十五"规划重点课题(FBB011474)~~
