中学教师职业倦怠及保护因素结构的探索研究

发布时间：2017-12-31 03:06

本文关键词：中学教师职业倦怠及保护因素结构的探索研究　出处：《四川师范大学》2010年硕士论文　论文类型：学位论文

【摘要】： 职业倦怠是指由于个体不能有效地应对工作上延续不断的各种压力,而产生的一种由情绪衰竭、低成就感以及去个性化三个方面构成的职业心理综合疾病。教师是这一职业心理综合症的高发人群之一。本文在回顾职业倦怠已有研究文献的基础上,采用量化的方式对中学教师职业倦怠现状进行描述,并采用质性研究的方法探索职业倦怠的保护因素。在量化研究中,使用伍新春等人修订的MBI量表对280名中学教师进行问卷调查,分析他们职业倦怠现状,结果如下: (1)中学教师在总体上职业倦怠情况不严重。但在情绪衰竭维度,SD为11.91,且最大值达到48,表明在此维度分数较分散,有部分教师表现出较严重或者严重的情绪衰竭;同时,在去个性化维度上,最大值也达到23,各项目均值约为3.83,表明有老师已出现去个性化特征。 (2)在人口统计学变量上,教师职业倦怠在性别上没有显著差异;25年教龄以上的个人成就感最高;个人成就感在职称上有显著差异,其中一级教师的成就感最高;班主任和非班主任在情绪衰竭和个人成就感维度上差异显著,班主任比非班主任情绪衰竭更严重,但个人成就感也比非班主任高;城市和乡镇在职业倦怠各维度上都差异显著,城市教师在情绪衰竭、去个性化程度上去乡镇教师高,但是,个人成就感也高于乡镇的教师;重点中学和一般中学在情绪衰竭和个人成就感上差异显著,重点中学的教师情绪衰竭比一般中学严重,但同时,个人成就感高于一般中学的教师;初中和高中教师在去个性化维度上差异显著,高中教师的去个性化程度显著高于初中教师。在质性研究中,先依据职业倦怠分数选择被访谈者——37名中学教师,用自拟的访谈提纲对他们进行半结构化访谈,然后将访谈录音整理成文本材料,并进行编码和类属分析,得到以下结果: (1)运用质的研究方法对保护因素组、中间组和倦怠组就各保护因素进行比较发现,他们在二十二个因素上存在显著性差异,这二十二个因素可以归纳为四大维度:①个人特质:善于学习、面对现实、主动性、个人修养和阅历、目标明确、开朗、欣赏学生的优点、理解他人、淡薄名利、知足常乐、教育信念、成就感、责任心、自我效能感、喜欢学生、职业认同;②家庭方面:家庭幸福、家庭责任感;③学校方面:领导肯定、师生关系友好、学生的尊重;④社会方面:朋友支持。 (2)中学教师职业倦怠保护因素结构包括:①个人特质:善于学习、面对现实、主动性、个人修养和阅历、目标明确、开朗、欣赏学生的优点、理解他人、淡薄名利、知足常乐、教育信念、成就感、责任心、自我效能感、喜欢学生、职业认同;②家庭方面:家庭幸福、家庭责任感;③学校方面:领导肯定、师生关系友好、学生的尊重;④社会方面:朋友支持。
[Abstract]:Job burnout is a kind of emotional exhaustion due to the individual can not effectively cope with the continuous pressure on the job. Low achievement and depersonalization of the three aspects of occupational psychological comprehensive disease. Teachers are one of the high incidence of this occupational psychological syndrome. This paper reviews the existing research literature on job burnout. The present situation of middle school teachers' job burnout is described in a quantitative way, and the protective factors of job burnout are explored by qualitative research. In the quantitative study, MBI scale revised by Wu Xinchun et al was used to survey 280 middle school teachers to analyze their current situation of job burnout. The results are as follows: (1) the overall job burnout of middle school teachers was not serious, but in the emotional exhaustion dimension SD was 11.91, and the maximum was 48, indicating that the scores were scattered in this dimension. Some teachers show serious or serious emotional exhaustion; At the same time, in the dimension of de-personalization, the maximum value is 23, and the average value of each item is about 3.83, which indicates that some teachers have depersonalization characteristics. 2) in terms of demographic variables, there was no significant difference in teachers' job burnout in gender; More than 25 years of teaching experience the highest sense of personal accomplishment; There are significant differences in personal achievement sense in professional title, among which the first grade teacher's sense of achievement is the highest; There are significant differences in the dimensions of emotional exhaustion and personal accomplishment between the head teacher and the non-head teacher. The head teacher is more serious than the non-class teacher in emotional exhaustion, but the personal accomplishment sense is also higher than that of the non-class teacher. There are significant differences in the dimensions of job burnout between cities and towns. Teachers in urban areas are high in emotional exhaustion and depersonalization, but the sense of personal achievement is also higher than that of teachers in villages and towns. There are significant differences in emotional exhaustion and personal accomplishment between key middle school and general middle school. The emotional exhaustion of key middle school teachers is more serious than that of general middle school, but personal accomplishment sense is higher than that of general middle school teacher. Junior middle school teachers and high school teachers in the dimension of depersonalization significantly different, high school teachers depersonalization degree is significantly higher than junior high school teachers. In the qualitative study, the interviewees, 37 middle school teachers, were selected according to the job burnout score, and used the self-made interview outline to conduct semi-structured interviews, and then the interview recordings were arranged into text materials. The following results are obtained by coding and generic analysis: 1) A qualitative study was used to compare the protective factors among the protective factors group, the middle group and the burnout group. It was found that there were significant differences between them in 22 factors. These 22 factors can be summed up into four dimensions: 1: personal characteristics: good at learning, face reality, initiative, personal accomplishment and experience, clear goals, cheerful, appreciate students' advantages, understand others. Weak fame and fortune, contentment, educational belief, sense of achievement, sense of responsibility, sense of self-efficacy, like students, professional identity; 2 family aspect: family happiness, family responsibility; (3) School: the leadership affirms, the relationship between teachers and students is friendly, and the respect of students; Social aspect: friends support. 2) the protective factors of middle school teachers' job burnout include: being good at learning, facing reality, initiative, personal accomplishment and experience, having clear goals, being cheerful, appreciating students' advantages and understanding others. Weak fame and fortune, contentment, educational belief, sense of achievement, sense of responsibility, sense of self-efficacy, like students, professional identity; 2 family aspect: family happiness, family responsibility; (3) School: the leadership affirms, the relationship between teachers and students is friendly, and the respect of students; Social aspect: friends support.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G443

【引证文献】