无锡市小学体育教师职业倦怠及其影响因素的研究

发布时间：2018-11-02 09:32

【摘要】：1974年精神分析学家费登伯格(Freudenberger)首次提出“职业倦怠”概念,职业倦怠逐步成为教育界和心理学界研究的热点。国内外多次报道教师是职业倦怠高发人群,严重影响教师身心健康发展以及素质教育的开展。在基础教育课程改革的大背景下,教师的角色承担和职业理念较以前有很大不同,无论是对课程的认知,对学生、家长、学校和社会的承诺,还是对自己职业价值的诉求,无不与教师的心理期待密切相关。改革是把双刃剑,一方面注入新活力,另一方面可能对教师的教学和生活造成精神困扰,而职业倦怠是目前受到较多关注的心理现象。职业倦怠表现为情感耗竭、人格解体以及成就感降低,一定程度上将会影响教育教学质量、教师身心健康以及学生全面发展。本研究以无锡市(不含江阴市、宜兴市)小学体育教师职业倦怠及其影响因素为研究对象,采用文献资料法、问卷调查法、数理统计法对无锡市小学体育教师职业倦怠现状及其影响因素进行研究,并从教师层面、学校层面和社会层面提出缓解策略和意见。研究表明:(1)无锡市小学体育教师职业倦怠三个维度中效能感降低维度最为严重,人格解体维度最不严重,很多老师出现职业倦怠的倾向,应该及时预防和积极缓解。(2)无锡市小学体育教师职业倦怠在性别、是否为班主任、婚姻、是否为教练员以及是否担任行政职务没有差异。(3)无锡市小学体育教师职业倦怠的一个或多个维度在年龄、月收入上存在差异。(4)职业倦怠在学历上存在差异,尤其是专科以下学历和研究生及以上学历。(5)无锡市小学体育教师职业倦怠是由多个因素造成,分别为人格特征、人际关系、组织氛围、学生因素、社会因素、工作负荷、家庭因素、教育发展。(6)八个影响因素对无锡市小学体育老师职业倦怠三个维度的影响力不同。情感耗竭维度上,8个因子的影响力顺序为:社会因素、学生因素、工作负荷、组织氛围、教育发展、家庭因素、人际关系;人格解体维度上,8个因子的影响力顺序为:人格特征、人际关系、组织氛围、学生因素、社会因素、工作负荷、家庭因素、教育发展;成就感降低维度上,8个因子的影响力顺序为:组织氛围、社会因素、教育发展、学生因素、家庭因素、人际关系、人格特征、工作负荷。
[Abstract]:In 1974, (Freudenberger), a psychoanalyst, put forward the concept of "job burnout" for the first time. Job burnout has gradually become a hot research topic in the field of education and psychology. There are many reports at home and abroad that teachers have a high incidence of job burnout, which seriously affects the development of teachers' physical and mental health and the development of quality education. Under the background of the curriculum reform of basic education, teachers' role commitment and professional concept are quite different from those before, whether it is the cognition of the curriculum, the commitment to students, parents, schools and society, or the pursuit of their own professional value. All are closely related to the psychological expectations of teachers. Reform is a double-edged sword. On the one hand, it injects new vitality, on the other hand, it may cause mental distress to teachers' teaching and life. Job burnout is a psychological phenomenon that has been paid more attention at present. Job burnout is manifested in emotional exhaustion, depersonalization and reduced sense of achievement, which to some extent will affect the quality of education and teaching, teachers' physical and mental health and the overall development of students. In this study, the primary school physical education teachers in Wuxi (excluding Jiangyin and Yixing) were investigated with the method of literature and questionnaire. The present situation of occupational burnout of primary school PE teachers in Wuxi city and its influencing factors were studied by mathematical statistics, and the mitigation strategies and suggestions were put forward from teacher level, school level and social level. The results show that: (1) in Wuxi primary school PE teachers' job burnout, the most serious dimension is the reduction of efficacy, the least serious is the depersonalization dimension, and many teachers tend to be burnout. Should prevent and actively alleviate in time. (2) Wuxi primary school physical education teachers job burnout in the gender, whether for the head teacher, marriage, (3) there are differences in one or more dimensions of occupational burnout of primary school PE teachers in Wuxi in terms of age and monthly income. (4) Job burnout has differences in academic qualifications. (5) Job burnout of primary school PE teachers in Wuxi is caused by many factors, such as personality, interpersonal relationship, organizational atmosphere, student factors, social factors, workload, etc. Family factors, educational development. (6) the influence of eight factors on the three dimensions of professional burnout of primary school PE teachers in Wuxi is different. In the dimension of emotional exhaustion, the influential order of the eight factors is: social factors, student factors, workload, organizational atmosphere, educational development, family factors, interpersonal relationships; In the depersonalization dimension, the influential order of the eight factors is: personality characteristics, interpersonal relationships, organizational atmosphere, student factors, social factors, workload, family factors, educational development; The influence order of the eight factors is organizational atmosphere, social factors, educational development, student factors, family factors, interpersonal relationships, personality characteristics, workload.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.8

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