摘要
目的:探讨河南省中小学教师职业倦怠现状、成因及对策。方法:采用教师职业倦怠量表、社会支持评定量表、总体幸福感量表和教师职业压力源问卷,于2013年采用分层随机整群的抽样方法,对560名中小学教师进行调查。结果:男性教师情感衰竭和去人格化程度高于女性(t=2.132和2.293,P<0.05);不同年龄段的教师情感衰竭和去人格化得分差异有统计学意义(F=15.722和5.573,P<0.05);不同教龄教师在情感衰竭和去人格化得分上差异有统计学意义(F=11.048和3.930,P<0.05);不同职称的教师在情感衰竭的得分上差异有统计学意义(F=11.751,P<0.001);中学老师的情感衰竭和去人格化得分高于小学教师(t=6.333和3.220,P<0.05);城市(县市)地区教师的情感衰竭和去人格化得分高于农村地区(t=5.124和2.315,P<0.05)。社会支持3个因子与去人格化呈负相关,与成就感低落呈正相关(P<0.05);除松弛与紧张因子外,总体幸福感的其他5个因子与情感衰竭、去人格化呈负相关,与成就感低落呈正相关(P<0.05);职业压力的6个因子与情感衰竭和去人格化呈正相关(P<0.05)。结论:中小学教师的社会支持度、总体幸福感和职业压力对中小学教师职业倦怠产生影响。
Aim： To examine the status,causes and countermeasures for occupation burnout of the teachers from middle and primary school in Henan Province.Methods： The teachers＇ job burnout scale,social support rating scale,the overall well-being scale and teachers occupational stressor questionnaire were used to survey 560 primary and secondary school teachers selected by stratified random cluster sampling in 2013.Results： Emotional exhaustion and depersonalization scores for males were higher than those for females（ t = 2.132 and 2.293,P〈 0.05）,teachers of different ages differed in emotional exhaustion and depersonalization scores significantly（ F = 15.722 and 5.573,P〈 0.05）,teachers of different teaching segments differed in emotional exhaustion and depersonalization scores（ F =11.048 and 3.930,P〈 0.05）,teachers of different titles differed in emotional exhaustion scores significantly（ F =11.751,P〈 0.001）,emotional exhaustion and depersonalization scores of middle school teachers were significantly higher than those of primary school teachers（ t = 6.333 and 3.220,P〈 0.05）,emotional exhaustion and depersonalization scores of teachers in urban areas were significantly higher than those in rural areas（ t = 5.124 and 2.315,P〈 0.05）.Three factors of social support were negatively correlated with depersonalization score,but positively correlated with low sense of achievement（ P〈 0.05）,except relaxation and stress factors,the other five factors of the overall well-being were negatively correlated with emotional exhaustion and depersonalization scores,but positively correlated with low sense of achievement（ P〈 0.05）,the six factors of occupational stress were positively correlated with emotional exhaustion and depersonalization scores（ P〈 0.05）.Conclusion： The social support,general well-being and occupational stress have influence on primary and secondary school teachers＇ occupational burnout.
出处
《郑州大学学报（医学版）》
CAS
北大核心
2015年第1期110-114,共5页
Journal of Zhengzhou University(Medical Sciences)
基金
河南省教育厅2012年度教师教育课程改革研究项目
关键词
中小学教师
职业倦怠
社会支持
总体幸福感
职业压力
河南省
primary and middle school teacher
job burnout
social support
overall sense of happiness
occupational stress
Henan Province
