中小学教师职业倦怠的现状及相关因素研究(3)

http://www.100md.com 2003年4月1日 《心理与行为研究》 2003年第4期

     教龄在5年内的初中男教师，刚刚走上工作岗位，本身处于工作适应期，还不成熟。而他们的工作对象又恰恰是处于青春期的初中生，行为和心理的特点不稳定，两者间容易形成一种对立与冲突关系，由此引发教师的非人性化行为。工作上的不顺利与师生关系的恶化，又会带来情绪低落和低成就感。因此，在这种情况下，教师极有可能出现职业倦怠心理。

    5 结论

    本研究从职业倦怠的3个维度出发，选取主要的人口统计学变量，对我国中小学教师职业倦怠的特点进行了探讨，得到的基本结论是：

    (1)我国教师的职业倦怠整体程度不高，但与我国护士和美国教师相比，其个人成就感明显偏低。

    (2)在情绪衰竭和非人性化方面，男女教师差异不显著，但在个人成就感上，女教师成就感显著高于男教师。

    (3)中小学教师的学历越高，非人性化倾向越高，情绪衰竭感越强，其中中专学历的教师情绪衰竭感显著低于大专和本科学历的教师。

    (4)小学教师的个人成就感显著高于初、高中教师，而非人性化明显比初、高中教师低，高中教师比小学和初中教师体验到更显著的情绪衰竭感。

    (5)中小学教师情绪衰竭峰值出现的教龄阶段不同：小学教师是在参加工作的5~10年间，中学教师在教龄为11~20年间。

    (6)教龄在5年内的初中男教师和教龄在11~20年的初中女教师极有可能是职业倦怠的高发人群。

    参 考 文 献

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    2 Farber B A. Crisis in education: Stress and burnout in the American teacher. San Francisco,CA: Jossey-Bass Publishers, 1991, 5~27

    3 Vandenberghe R, Huberman A M. Understanding and preventing teacher burnout: A sourcebook of international research. Cambridge: Cambridge University Press, 1999, 15~26

    4 Maslach C, Schaufeli W B, Leiter M P. Job burnout. Annual Review of Psychology, 2001, 52: 397~422

    5 Kalliath T J, O′Driscoll M P, Gillespie D F, et al. A teat of the Maslach Burnout Inventory in three samples of healthcare professionals. Work & Stress, 2000, 14: 35~50

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    7 曾玲娟, 伍新春. 国外职业倦怠研究概说. 沈阳师范大学学报(社科版), 2003, 27(1): 81~84

    8 李小妹, 刘彦君. 护士工作压力源及工作疲溃感的调查研究. 中华护理杂志, 2000, 35(11): 645~649

    9 王绽蕊. 京津沪教育实力在世界的位置：几个教育指标的比较研究. 比较教育研究, 2001, 22(5): 32~37

    THE CURRENT SITUATION AND RELATED FACTORS OF

    CHINESE TEACHERS′ BURNOUT

    Wu Xinchun1, Zeng Lingjuan2, Qin Xiangang1, Zheng Qiu1

    (1 School of Psychology, Beijing Normal University, Beijing100875; 2 Department of Education, Guangxi Teachers′ College,Nanning530001)

    Abstract

    This study based on the investigation of 647 Chinese teachers. Maslach Burnout Inventory Educator′s Survey was used what the results suggested are as follows: (1)Though Chinese teachers experience moderate level of all the three dimensions of burnout, their personal accomplishment scores are lower than the Chinese nurses and American teachers.(2)Female teachers feel significant lower personal accomplishment than male teachers, but the gender factor is not related to the emotional exhaustion and depersonalization.(3)The emotional exhaustion of teachers who graduated from secondary normal schools are much higher than those graduated from junior colleges and universities.(4)Primary school teachers show much higher personal accomplishment and lower depersonalization than middle school teachers, and senior high school teachers feel much more emotional exhaustion than primary school and junior high school teachers.(5)Primary school teachers with 5~10 years of teaching experience and middle school teachers with 11~20 years are the group with the highest portion of emotional exhaustion.(6)Male teachers with less than 5 years of teaching experience and female teachers with 11~20 years from junior high schools are the group with the highest portion of burnout.

    Key wordsmiddle school teachers, burnout, emotional exhaustion, depersonalization, personal accomplishment.(伍新春　曾玲娟　秦宪刚　郑　秋)

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