中国研究型大学教师压力研究

发布时间：2019-03-13 10:00

【摘要】：随着大学教师评价制度和大学教师聘任制度的逐步推行，我国大学教师的压力与日俱增。研究型大学教师是大学教师的重要组成部分，在建设世界一流大学的背景下他们的压力强度如何？主要压力源是什么？形成压力源的原因又是什么？如何在更深层面上应对压力源？为了回答以上问题，本研究基于面向全国范围的中国科技工作者家庭状况调查问卷，抽取了其中6所研究型大学教师的相关内容。在此基础上本文进行了数据分析和数据比较。最后得出了相关结论。我国研究型大学教师的总体压力强度比较大。有73.6%的教师报告工作压力很大或比较大。工作压力大主要与工作任务、工作难度、晋升难度、工作时间和人际关系等相关。不同性别、年龄、职称的研究型大学教师工作压力存在显著性差异，不同学科教师工作压力不存在显著性差异。相比于家庭压力，，工作压力对研究型大学教师的影响更大。根据罗宾斯的理论，本文主要从环境、组织和个人三个层面分析研究型大学教师压力源的形成原因。从环境层面来说，剧烈的社会变革迅速增加了研究型大学教师面临的潜在压力源并且缩短了教师应对压力的缓冲时间。越来越快的知识和技术更新则加重了教师知识更新的负担。在组织层面，本研究主要分析了大学教师评价制度、大学教师聘任制度对研究型大学教师压力源的形成的影响。从个人层面来说，本文主要分析了性格和人生态度在压力源的形成中的影响。基于以上分析，本文从个体和组织两方面提出了应对压力源的策略。个体应对策略主要有建立积极的自我对话、积极进行体育锻炼和各种松弛疗法、合理管理时间和运用社会支持。组织应对策略主要有：重视教师压力问题、充分参考教师意见、营造健康组织文化并分年龄段、职称和性别为教师提供有针对性的专业的压力管理知识培训和压力咨询服务。
[Abstract]:With the gradual implementation of the evaluation system of university teachers and the appointment system of university teachers, the pressure of university teachers in our country is increasing day by day. Research university teachers are an important part of university teachers, under the background of building world-class universities, what is their stress intensity? What are the main sources of stress? What is the cause of the pressure source? How to deal with stress sources at a deeper level? In order to answer the above questions, based on the questionnaire of the family status of Chinese science and technology workers, the contents of teachers from six research universities were selected. On this basis, this paper carries on the data analysis and the data comparison. Finally, some conclusions are drawn. The overall stress intensity of teachers in research-oriented universities in China is relatively large. 73.6% of teachers reported high or relatively high pressure at work. Job stress is mainly related to work task, work difficulty, promotion difficulty, working time and interpersonal relationship. There is a significant difference in the work pressure of teachers in research universities among different gender, age and professional title, but there is no significant difference in the work pressure of teachers in different disciplines. Compared with family stress, job pressure has a greater impact on research university teachers. According to Robbins' theory, this paper analyzes the causes of teachers' stress in research universities from three aspects: environment, organization and individual. From the environmental point of view, drastic social changes rapidly increase the potential sources of stress faced by research university teachers and shorten the buffer time for teachers to cope with stress. The faster and faster updating of knowledge and technology aggravates the burden of teachers' knowledge updating. At the organizational level, this study mainly analyzes the impact of the evaluation system of university teachers and the employment system of university teachers on the formation of research-oriented university teachers' stressors. From the personal level, this paper mainly analyzes the influence of personality and life attitude on the formation of stress sources. Based on the above analysis, this paper proposes strategies for coping with stress sources from both individual and organizational aspects. Individual coping strategies include establishing positive self-dialogue, active physical exercise and relaxation therapy, managing time reasonably and applying social support. The organizational coping strategies include paying attention to teachers' stress, making full reference to teachers' opinions, creating healthy organizational culture and providing professional stress management knowledge training and counselling services for teachers according to their professional titles and gender.
【学位授予单位】：华中科技大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G645.1

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