锦州市高校教师职业紧张对生活质量的影响

发布时间：2018-03-06 07:22

本文选题：高校教师　切入点：职业紧张　出处：《辽宁医学院》2012年硕士论文　论文类型：学位论文

【摘要】：目的探讨锦州市高校教师职业紧张程度和生活质量现况，分析职业紧张的影响因素、生活质量的影响因素以及职业紧张对生活质量的影响。为降低高校教师职业紧张水平、提高高校教师生活质量，促进高校教师身心健康提供理论参考。方法采用现况调查的设计，使用随机抽样的方法，抽取锦州市高校1845名教师作为研究对象，分析锦州市高校教师职业紧张和生活质量的现况，，及职业紧张对生活质量的影响。采用目前国际公认的职业紧张量表(occupational stressinventory revised edition，OSI R，1998)对锦州市高校教师进行职业紧张测评，同时采用健康状况调查问卷(the MOS36 item short form health survey,SF 36)对调查对象进行生活质量测评。应用SPSS17.0软件进行统计分析，使用单因素方差分析和两两比较法找出职业紧张和生活质量的影响因素，运用多重线性回归分析高校教师职业紧张和生活质量的关系。结果不同类别高校间教师个体紧张反应不完全相同(P 0.05)，辽宁工业大学的紧张反应最强烈，渤海大学的紧张反应最轻。不同性别高校教师间职业任务、个体紧张反应均不相同(P 0.05)，男性教师的职业任务更重，职业紧张反应也更强。不同学历高校教师在职业任务与个体紧张反应方面得分不完全相同(P 0.05)，硕士及以上学历的高校教师职业任务最重、个体紧张反应也最强烈。不同婚姻状况高校教师在职业任务、个体紧张反应得分均不完全相同(P 0.05)，未婚者职业任务、个体紧张反应得分最低；分居者职业任务、个体紧张反应得分最高。不同高校间教师生活质量不完全相同(P 0.05)，在生理健康评价、生理功能、生理职能、总体健康、社会功能、情感职能、精神健康方面渤海大学的得分均是最高的，辽宁工学院的得分最低。不同性别高校教师间生活质量不相同(P 0.05)，女性教师的生理健康水平、心理健康中的社会功能和精神健康均显著高于男性教师。不同学历高校教师生活质量得分不完全相同(P 0.05)，硕士及以上学历的高校教师在总体健康、心理健康评价、活力和情感职能方面得分均较低。不同婚姻状况高校教师生活质量不完全相同(P 0.05)，在生活质量的各维度，未婚者和与异性同居者得分均较高，离婚者和分居者得分较低。职业任务、个体紧张反应是高校教师生活质量的重要影响因素。职业任务、个体紧张反应得分越高生理健康维度得分越低（P 0.05）；心理健康与职业任务、个体紧张反应的回归系数为负（P 0.05）。结论锦州市高校教师生活质量与职业紧张有关联，持续的职业紧张可以导致生活质量下降。提高高校教师生活质量应以缓解职业紧张为重点。
[Abstract]:Purpose. This paper probes into the present situation of occupational stress and quality of life of college teachers in Jinzhou, analyzes the influencing factors of occupational stress, the influencing factors of quality of life and the influence of occupational stress on the quality of life, in order to reduce the level of occupational stress of teachers in colleges and universities. To improve the quality of life of college teachers, to promote the physical and mental health of university teachers to provide a theoretical reference. Method. Using the method of random sampling, 1845 teachers in Jinzhou University were selected as the research objects, and the present situation of occupational stress and quality of life of teachers in Jinzhou City were analyzed, and the influence of occupational stress on the quality of life was analyzed. The occupational stress scale was used to evaluate the occupational stress of university teachers in Jinzhou city in 1998, and the MOS36 item short form health survey was used to evaluate the quality of life of the survey subjects by using the occupation rational stressinventory scale and the OSI / OSI / 1998 / 1998. At the same time, the quality of life (QOL) was evaluated by the MOS36 item short form health survey (SF-36). SPSS17.0 software was used to make statistical analysis, single factor variance analysis and pairwise comparison were used to find out the influencing factors of occupational stress and quality of life, and multiple linear regression analysis was used to analyze the relationship between occupational stress and quality of life of college teachers. Results. The individual stress responses of teachers among different types of universities are not exactly the same (P 0.05), the stress response of Liaoning University of Technology is the strongest, and that of Bohai University is the least. The individual stress response was different (P 0.05), and male teachers had more serious professional tasks. Teachers with different degrees of education had different scores in terms of occupational task and individual stress response, and teachers with master's degree or above had the most serious vocational task. The individual stress response was also the strongest. The scores of individual stress response of college teachers with different marital status were not exactly the same (P 0.05), while those who were unmarried had the lowest individual stress response. Individual stress scores were the highest. The quality of life of teachers in different colleges and universities is not exactly the same (P 0.05). The scores of Bohai University are the highest in terms of physical health evaluation, physiological function, physiological function, general health, social function, emotional function and mental health. Liaoning Institute of Technology had the lowest score. The quality of life was different among teachers of different genders, and the physiological health level of female teachers was higher than that of female teachers. Social function and mental health in mental health were significantly higher than that in male teachers. The scores of quality of life of college teachers with different degrees were not identical (P 0.05). The teachers with master's degree or above were evaluated in general health and mental health. The scores of vitality and affective function were lower. The quality of life of college teachers with different marital status was not exactly the same (P 0.05). In all dimensions of quality of life, the scores of unmarried and heterosexual cohabitants were higher, and those who divorced and separated scored lower. The higher the score of occupational task, the lower the score of physiological and health dimension, the lower the score of mental health and occupational task. The regression coefficient of individual stress response was negative P 0.05. Conclusion. The quality of life of college teachers in Jinzhou is related to the occupational stress, and the continuous occupational stress can lead to the decline of the quality of life. The emphasis of improving the quality of life of college teachers should be to alleviate the occupational stress.
【学位授予单位】：辽宁医学院
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：B849;R395

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