中小学教师职业倦怠影响因素及模型研究
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摘要
目的意义
本研究通过对中小学教师职业倦怠状态的调查,分析中小学教师职业倦怠现状、人口学特征和影响因素,结合教师亚健康状态的评定,探讨职业倦怠教师健康状态的影响模式;通过对中小学教师职业倦怠干预效果的评价,探讨职业倦怠的干预方法,为制定中小学教师职业倦怠的预防干预策略,促进其身心健康提供科学依据。研究方法
采用整群抽样方法,抽取武汉市中小学教师1447名进行现场问卷调查。调查量表采用教师职业倦怠量表(EBI)、职业压力问卷、自我效能感量表、压力应对方式量表和亚健康问卷;采用多元回归分析教师职业倦怠相关因素;采用结构方程模型方法(SEM)建立压力-职业倦怠-健康模型;采用健康教育和放松训练相结合的方法对528名教师进行干预,以162名教师作为同期对照,比较干预后两组倦怠和健康状况。用SPSS11.5和SAS8.2统计软件进行统计分析。
结果
1.中小学教师职业倦怠状态
与北美和香港教师相比,我国教师的职业倦怠情绪耗竭和去人性化低于北美和香港教师,但其个人低成就感明显偏高。这可能是由于文化和社会差异所造成的。对中小学教师职业倦怠的描述性研究发现,男教师去人性化程度要明显高于女教师(P<0.05);年轻教师情绪耗竭程度要高于年长教师(P<0.05);去人性化随着教龄的延长而增高(P<0.01);情绪耗竭随着学历的增高而增高;未婚和丧偶教师去人性化要高于已婚教师(P<0.01);班主任教师要比一般任课教师情感耗竭程度高(P<0.05);中学教师去人性化要高于小学教师;郊区教师去人性化要高于城区教师(P<0.01)。
2.中小学教师压力、自我效能、应对方式和职业倦怠关系研究
55.41%的教师感觉压力较大,22.82%的教师感觉压力非常大,工作负荷和经济压力的平均得分最高。
职业压力、自我效能、压力应对方式与职业倦怠的相关与多元回归分析结果显示:9种压力因子都与情绪耗竭呈正相关(P<0.01),其中工作负担相关性最强,情绪耗竭与解决问题策略呈负相关(P<0.01),与自责逃避策略呈正相关(P<0.01),工作负担、解决问题策略和学校管理压力是情绪耗竭的主要预测因素;去人性化与9种压力因子都呈正相关(P<0.01),与解决问题策略呈显著性负相关(P<0.01),与自责逃避策略和幻想策略呈正相关(P<0.01),人际关系压力、解决问题策略和自责逃避策略是去人性化的主要预测因素;个人成效感与家庭人际关系压力和自我发展压力呈负相关(P<0.01),与自我效能感、解决问题策略呈显著正相关(P<0.01),和自责逃避、忍耐合理化策略呈负相关(P<0.01),自我效能感、自责逃避策略和求助策略是个人成效感的主要预测因素。
3.中小学教师压力、职业倦怠与教师亚健康的关系
女性教师的亚健康总分高于男性教师,已婚、班主任、30～45岁年龄段的教师亚健康状态最严重(P<0.01);职业压力和工作倦怠均与生理亚健康得分、心理亚健康得分和总体亚健康呈显著性正相关关系(P<0.01),对心理亚健康的影响大于生理亚健康;压力应对方式对心理、生理和总体亚健康也有影响,解决问题策略与亚健康呈正相关(P<0.01),幻想策略和自责逃避策略则与亚健康呈负相关(P<0.01),工作负担、解决问题策略是亚健康的主要预测因素。
4.中小学教师职业压力与亚健康的结构方程模型
建立的结构方程模型总体拟合效果较好,模型能解释职业倦怠43.5%的变异,能解释亚健康40.1%的变异,职业压力对职业倦怠有显著的直接影响,而主动应对方式对职业压力有缓冲作用,能够减轻职业压力的影响,被动应对则会加重职业压力对职业倦怠的影响,自我效能通过对应对方式的作用间接影响职业倦怠。
5.中小学教师职业倦怠的干预
干预后,干预组教师的情绪耗竭和去个性化得分要低于对照组(P<0.01);心理亚健康得分也要低于对照(P<0.01);而采取解决问题应对策略得分高于对照组(P<0.05)。但干预后职业倦怠和亚健康总体得分并未降低。
结论
中小学教师压力较大,职业倦怠中低成效感较严重。不同人口学特征教师,其职业倦怠有差异。中小学教师的职业压力越大、自我效能感越低、应对方式越被动,职业倦怠感越强,其健康状况,尤其是心理健康状况越差,主动应对方式能缓解职业压力和职业倦怠对身心健康的影响。健康教育和放松训练有一定干预效果,但还不足够。
创新点
1.首次在国内采用教师职业倦怠量表(EBI)、教师职业压力问卷(Stressor scale )、自我效能感量表(Self-efficacy scale)、压力应对方式问卷(Coping style scale)和亚健康状态评定量表(Sub-health scale)对中小学教师的职业倦怠、职业压力、自我效能、应对方式和健康状态进行全面系统评价;
2.首次结合对教师亚健康状态的评定,探讨职业压力、职业倦怠、压力应对方式对中小学教师生理、心理亚健康和总体亚健康的影响,并采用结构方程模型方法建立教师压力-职业倦怠-健康模型;
3.首次在国内采用职业健康教育和放松训练的方法对教师进行干预,并取得一定效果,为制定针对性的职业倦怠的预防干预措施,促进教师的身心健康提供科学依据。
objective
By getting information of the job burnout among primary and middle school teachers, this research analysed the status, demographic characteristics and the influencing factors of their job burnout. This study aimed to explore the model of job burnout on the base of sub-health evaluation. By assessing the effect of intervention on teacher job burnout, this research attempted to give some suggestions for preventing job burnout and improving the health of teachers.
Methods
Used cluster sampling, sampled 1447 teachers of primary and middle school from Wuhan. Educator Burnout Inventory (EBI), Self-efficacy scale, occupational stressors scale, coping style scale and sub-health questionnaires were administrated. Multi-linear regression was used to analyze the factors related to job burnout. Structural equation model (SEM) was used to establish job burnout-health model. The integrated interventions (health education and relax training) were provided to 528 teachers in intervention groups and the job burnout and health status of intervention subjects was compared to 162 teachers in control groups after intervention. Used Structr SPSS11.5 and SAS8.2 to statistics.
Results
1. Study on the status of job burnout of primary and middle school teachers
It is found that when compared with the North American and Hong Kong normative data, Chinese teachers scored in low range of burnout in emotional exhaustion and depersonalization while the scored in the low range of burnout in personal accomplishment. This may be resulted by the difference of western and Chinese culture.
The results showed that scores of depersonalization of male significantly were higher than female (P<0.05); The scores of emotional exhaustion of teachers in the younger were significantly higher than older (P<0.05); Junior teacher got higher scores on depersonalization than senior teacher (P<0.01). Compared teacher with lower education status, teacher with higher education status got higher scores on emotional exhaustion ( P<0.01). The scores of depersonalization in unmarried teacher were higher than that of married (P<0.01). Emotional exhaustion scores in Guidance teachers were higher (P<0.01). The scores of depersonalization in unmarried teacher were higher than that of married (P<0.01). The depersonalization score of middle school teacher in suburb than that of primary school teacher in urban (P<0.01).
2. Study of the relationship among job burnout, self-efficacy, coping style and occupational stress in primary and middle school teachers
55.41% of the primary and middle school teachers reported stressful and 22.82% of the teachers reported very stressful. Workload and economic stress were primary.
all stressors correlated positively to exhaustion (P<0.01)and workload was strongest correlate with exhaustion( P < 0.01). Exhaustion correlated negatively to solve-problem strategy (P<0.01) and positively to remorse-avoid strategy (P<0.01). For exhaustion, workload, solve-problem and school administer stress were significant predictors (P<0.01). All stressors correlated positively to depersonalization (P<0.01). Depersonalization correlated positively to remorse-avoid strategy and imagine strategy (P <0.01), negatively to solve-problem strategy. For depersonalization, relationships with others stress, solve-problem and remorse-avoid strategy were significant predictors (P<0.01). Personal accomplishment correlated negatively to relationships with others stress and self-development stress (P < 0.01), positively to solve-problem strategy and self-efficacy . For personal accomplishment, self-efficacy, seek help and remorse-avoid strategy were significant predictors.
3. Explore the effect of job burnout on the sub-health in primary and middle school teachers
The sub-health scores of female were higher than male and teacher who were married, guidance teachers, aged 30～45 experienced got high scores in sub-health (P<0.01). Both mental and physical health correlated positively to occupational stress and job burnout (P<0.01) and the effect to mental were strong than to physical sub-health. Sub-health correlated positively to solve problem strategy and correlated negatively to imagine and avoid strategy (P<0.01). Workload, solve problem strategy were important predictors.
4. Analysis on relationship between burnout and sub-health under the structural equation model
The goodness of fit for the structural equation model of job burnout was satisfactory that all indices had met corresponding requirements. The final model could explain 43.5% of the variance of job burnout and 40.1% of the variance of sub-health. The direct effect of job stress on job burnout was strong. Active coping style could moderate the relationships between stress and job burnout. Self efficacy indirectly influenced job burnout by cope strategy.
5. Intervention on job burnout among teachers in primary and middle schools
After intervention, the exhaustion and depersonalization scores of intervention group were lower than that of control group (P<0.01) and the mental sub-health scores were also lower. Intervention subjects adopted more solve-problem strategies to cope stress.
Conclusion
The level of stress of primary and middle school teachers was high and the low personal accomplishment was severity. Demographic characteristics make a difference to burnout among primary and middle school teachers. Teachers with a high level of stress , low self-efficacy and more passive cope suffered more burnout and sub-health (especially mental sub-health), and vice versa. Health education and relax training was efficient to reduce the teachers’burnout and improve their health status, but not adequate.
Innovation
1.Firstly used Educator Burnout Inventory (EBI), Self-efficacy scale, occupational stressors scale, coping style scale and sub-health questionnaires to evaluate the status of job burnout, occupational stress, self-efficacy, coping style and sub-health of teachers in primary and middle schools systematically and comprehensively;
2. Structural equation model (SEM) was firstly used to establish occupational stress- job burnout-health model.
3. The integrated interventions (health education and relax training) were firstly provided to teachers and the effect was efficient. This study provides guides for preventing job burnout and improving their health status. . .
本研究通过对中小学教师职业倦怠状态的调查,分析中小学教师职业倦怠现状、人口学特征和影响因素,结合教师亚健康状态的评定,探讨职业倦怠教师健康状态的影响模式;通过对中小学教师职业倦怠干预效果的评价,探讨职业倦怠的干预方法,为制定中小学教师职业倦怠的预防干预策略,促进其身心健康提供科学依据。研究方法
采用整群抽样方法,抽取武汉市中小学教师1447名进行现场问卷调查。调查量表采用教师职业倦怠量表(EBI)、职业压力问卷、自我效能感量表、压力应对方式量表和亚健康问卷;采用多元回归分析教师职业倦怠相关因素;采用结构方程模型方法(SEM)建立压力-职业倦怠-健康模型;采用健康教育和放松训练相结合的方法对528名教师进行干预,以162名教师作为同期对照,比较干预后两组倦怠和健康状况。用SPSS11.5和SAS8.2统计软件进行统计分析。
结果
1.中小学教师职业倦怠状态
与北美和香港教师相比,我国教师的职业倦怠情绪耗竭和去人性化低于北美和香港教师,但其个人低成就感明显偏高。这可能是由于文化和社会差异所造成的。对中小学教师职业倦怠的描述性研究发现,男教师去人性化程度要明显高于女教师(P<0.05);年轻教师情绪耗竭程度要高于年长教师(P<0.05);去人性化随着教龄的延长而增高(P<0.01);情绪耗竭随着学历的增高而增高;未婚和丧偶教师去人性化要高于已婚教师(P<0.01);班主任教师要比一般任课教师情感耗竭程度高(P<0.05);中学教师去人性化要高于小学教师;郊区教师去人性化要高于城区教师(P<0.01)。
2.中小学教师压力、自我效能、应对方式和职业倦怠关系研究
55.41%的教师感觉压力较大,22.82%的教师感觉压力非常大,工作负荷和经济压力的平均得分最高。
职业压力、自我效能、压力应对方式与职业倦怠的相关与多元回归分析结果显示:9种压力因子都与情绪耗竭呈正相关(P<0.01),其中工作负担相关性最强,情绪耗竭与解决问题策略呈负相关(P<0.01),与自责逃避策略呈正相关(P<0.01),工作负担、解决问题策略和学校管理压力是情绪耗竭的主要预测因素;去人性化与9种压力因子都呈正相关(P<0.01),与解决问题策略呈显著性负相关(P<0.01),与自责逃避策略和幻想策略呈正相关(P<0.01),人际关系压力、解决问题策略和自责逃避策略是去人性化的主要预测因素;个人成效感与家庭人际关系压力和自我发展压力呈负相关(P<0.01),与自我效能感、解决问题策略呈显著正相关(P<0.01),和自责逃避、忍耐合理化策略呈负相关(P<0.01),自我效能感、自责逃避策略和求助策略是个人成效感的主要预测因素。
3.中小学教师压力、职业倦怠与教师亚健康的关系
女性教师的亚健康总分高于男性教师,已婚、班主任、30～45岁年龄段的教师亚健康状态最严重(P<0.01);职业压力和工作倦怠均与生理亚健康得分、心理亚健康得分和总体亚健康呈显著性正相关关系(P<0.01),对心理亚健康的影响大于生理亚健康;压力应对方式对心理、生理和总体亚健康也有影响,解决问题策略与亚健康呈正相关(P<0.01),幻想策略和自责逃避策略则与亚健康呈负相关(P<0.01),工作负担、解决问题策略是亚健康的主要预测因素。
4.中小学教师职业压力与亚健康的结构方程模型
建立的结构方程模型总体拟合效果较好,模型能解释职业倦怠43.5%的变异,能解释亚健康40.1%的变异,职业压力对职业倦怠有显著的直接影响,而主动应对方式对职业压力有缓冲作用,能够减轻职业压力的影响,被动应对则会加重职业压力对职业倦怠的影响,自我效能通过对应对方式的作用间接影响职业倦怠。
5.中小学教师职业倦怠的干预
干预后,干预组教师的情绪耗竭和去个性化得分要低于对照组(P<0.01);心理亚健康得分也要低于对照(P<0.01);而采取解决问题应对策略得分高于对照组(P<0.05)。但干预后职业倦怠和亚健康总体得分并未降低。
结论
中小学教师压力较大,职业倦怠中低成效感较严重。不同人口学特征教师,其职业倦怠有差异。中小学教师的职业压力越大、自我效能感越低、应对方式越被动,职业倦怠感越强,其健康状况,尤其是心理健康状况越差,主动应对方式能缓解职业压力和职业倦怠对身心健康的影响。健康教育和放松训练有一定干预效果,但还不足够。
创新点
1.首次在国内采用教师职业倦怠量表(EBI)、教师职业压力问卷(Stressor scale )、自我效能感量表(Self-efficacy scale)、压力应对方式问卷(Coping style scale)和亚健康状态评定量表(Sub-health scale)对中小学教师的职业倦怠、职业压力、自我效能、应对方式和健康状态进行全面系统评价;
2.首次结合对教师亚健康状态的评定,探讨职业压力、职业倦怠、压力应对方式对中小学教师生理、心理亚健康和总体亚健康的影响,并采用结构方程模型方法建立教师压力-职业倦怠-健康模型;
3.首次在国内采用职业健康教育和放松训练的方法对教师进行干预,并取得一定效果,为制定针对性的职业倦怠的预防干预措施,促进教师的身心健康提供科学依据。
objective
By getting information of the job burnout among primary and middle school teachers, this research analysed the status, demographic characteristics and the influencing factors of their job burnout. This study aimed to explore the model of job burnout on the base of sub-health evaluation. By assessing the effect of intervention on teacher job burnout, this research attempted to give some suggestions for preventing job burnout and improving the health of teachers.
Methods
Used cluster sampling, sampled 1447 teachers of primary and middle school from Wuhan. Educator Burnout Inventory (EBI), Self-efficacy scale, occupational stressors scale, coping style scale and sub-health questionnaires were administrated. Multi-linear regression was used to analyze the factors related to job burnout. Structural equation model (SEM) was used to establish job burnout-health model. The integrated interventions (health education and relax training) were provided to 528 teachers in intervention groups and the job burnout and health status of intervention subjects was compared to 162 teachers in control groups after intervention. Used Structr SPSS11.5 and SAS8.2 to statistics.
Results
1. Study on the status of job burnout of primary and middle school teachers
It is found that when compared with the North American and Hong Kong normative data, Chinese teachers scored in low range of burnout in emotional exhaustion and depersonalization while the scored in the low range of burnout in personal accomplishment. This may be resulted by the difference of western and Chinese culture.
The results showed that scores of depersonalization of male significantly were higher than female (P<0.05); The scores of emotional exhaustion of teachers in the younger were significantly higher than older (P<0.05); Junior teacher got higher scores on depersonalization than senior teacher (P<0.01). Compared teacher with lower education status, teacher with higher education status got higher scores on emotional exhaustion ( P<0.01). The scores of depersonalization in unmarried teacher were higher than that of married (P<0.01). Emotional exhaustion scores in Guidance teachers were higher (P<0.01). The scores of depersonalization in unmarried teacher were higher than that of married (P<0.01). The depersonalization score of middle school teacher in suburb than that of primary school teacher in urban (P<0.01).
2. Study of the relationship among job burnout, self-efficacy, coping style and occupational stress in primary and middle school teachers
55.41% of the primary and middle school teachers reported stressful and 22.82% of the teachers reported very stressful. Workload and economic stress were primary.
all stressors correlated positively to exhaustion (P<0.01)and workload was strongest correlate with exhaustion( P < 0.01). Exhaustion correlated negatively to solve-problem strategy (P<0.01) and positively to remorse-avoid strategy (P<0.01). For exhaustion, workload, solve-problem and school administer stress were significant predictors (P<0.01). All stressors correlated positively to depersonalization (P<0.01). Depersonalization correlated positively to remorse-avoid strategy and imagine strategy (P <0.01), negatively to solve-problem strategy. For depersonalization, relationships with others stress, solve-problem and remorse-avoid strategy were significant predictors (P<0.01). Personal accomplishment correlated negatively to relationships with others stress and self-development stress (P < 0.01), positively to solve-problem strategy and self-efficacy . For personal accomplishment, self-efficacy, seek help and remorse-avoid strategy were significant predictors.
3. Explore the effect of job burnout on the sub-health in primary and middle school teachers
The sub-health scores of female were higher than male and teacher who were married, guidance teachers, aged 30～45 experienced got high scores in sub-health (P<0.01). Both mental and physical health correlated positively to occupational stress and job burnout (P<0.01) and the effect to mental were strong than to physical sub-health. Sub-health correlated positively to solve problem strategy and correlated negatively to imagine and avoid strategy (P<0.01). Workload, solve problem strategy were important predictors.
4. Analysis on relationship between burnout and sub-health under the structural equation model
The goodness of fit for the structural equation model of job burnout was satisfactory that all indices had met corresponding requirements. The final model could explain 43.5% of the variance of job burnout and 40.1% of the variance of sub-health. The direct effect of job stress on job burnout was strong. Active coping style could moderate the relationships between stress and job burnout. Self efficacy indirectly influenced job burnout by cope strategy.
5. Intervention on job burnout among teachers in primary and middle schools
After intervention, the exhaustion and depersonalization scores of intervention group were lower than that of control group (P<0.01) and the mental sub-health scores were also lower. Intervention subjects adopted more solve-problem strategies to cope stress.
Conclusion
The level of stress of primary and middle school teachers was high and the low personal accomplishment was severity. Demographic characteristics make a difference to burnout among primary and middle school teachers. Teachers with a high level of stress , low self-efficacy and more passive cope suffered more burnout and sub-health (especially mental sub-health), and vice versa. Health education and relax training was efficient to reduce the teachers’burnout and improve their health status, but not adequate.
Innovation
1.Firstly used Educator Burnout Inventory (EBI), Self-efficacy scale, occupational stressors scale, coping style scale and sub-health questionnaires to evaluate the status of job burnout, occupational stress, self-efficacy, coping style and sub-health of teachers in primary and middle schools systematically and comprehensively;
2. Structural equation model (SEM) was firstly used to establish occupational stress- job burnout-health model.
3. The integrated interventions (health education and relax training) were firstly provided to teachers and the effect was efficient. This study provides guides for preventing job burnout and improving their health status. . .
引文
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