农村教师职业紧张与健康的关系研究
发布时间：2018-08-02 19:35
【摘要】： 教师是一种典型的紧张职业，其健康问题由来已久。农村教师是我国特殊的教师群体，与一般城市教师相比，他们工作条件差、基本职业健康保障难以落实、待遇低、工作人际关系紧张，健康状况不佳。各种相关身心问题较多，常见健康问题包括咽喉炎、肠胃类疾病、颈椎和腰椎类疾病、心脑血管疾病、神经衰弱等生理健康问题，以及焦虑、强迫、烦躁、精神不振等心理健康问题，同时还存在疲劳、失眠等亚健康问题。 造成农村教师不良健康状况的职业原因主要有以下几方面：工作技能提升空间受限，自我发展机会欠缺，职业素质与教学工作要求间存在差距；学校用人制度的改革——聘用制的实施，增加了工作的不稳定性，加剧了工作人际环境恶化；工作条件差、工作负荷大。根据Karasek的职业紧张理论提示，职业紧张的产生受工作要求、工作自主度影响。当个人因工作自主度较低，而无法适当解除或转移工作需求的影响时，即表现出紧张的相关症状。据此，有必要研究该职业人群的职业紧张状况以及与健康之间的关系。 本研究首次引入Karasek的职业紧张理论，探索农村教师的职业紧张现状及与健康之间的关系。以工作内容量表中文版(chinese Version of Job Content Questionnaire，C-JCQ)、抑郁自评量表(self-rating Depression Scale，SDS)、焦虑自评量表(self-rating Anxiety Scale，SAS)和36条目简明量表(Short Form 36，SF-36)，分别测量农村教师职业紧张、以焦虑抑郁为主要表现的心理健康状况和生命质量状况。通过本研究，检验了C-JCQ在农村教师中的应用，了解农村教师职业紧张程度及特点，并探索农村教师职业紧张与心理健康及生命质量的关系。 1工作内容量表中文版(C-JCQ)在农村教师中的信度和效度研究 随机整群抽取四川省和重庆市所辖的共5市20所农村522名在职教师，回收有效问卷448份。男性193人，女性255人。以主成分因子分析法结果和Cronbach’sα系数分别评价工作内容量表中文版(C-JCQ)用于农村教师职业人群时的结构效度和信度。 研究结果发现，在结构效度评价时，对问卷进行因子分析，共提取出特征根＞1的因子15个，累计贡献率65.5％，因子贡献率较大的F1、F2、F3、F4、F5、F6的累计贡献率为42.0％。其中，F1、F2、F4、F6这4个因子与问卷的理论模型关系密切，共包括了49个条目中的38个，因子载荷绝对值最大(＞0.35)的条目分布与问卷的理论构想基本一致。在信度评价时，三个主要维度——工作自主度、工作要求、工作场所社会支持度的Cronbach’sα系数均接近0.6或在0.6以上。宏观决策自主度与工作不稳定性两个模块的Cronbach’sα系数较低，分别为-0.03和-0.05。 以上结果表明，C-JCQ符合社会心理学测量要求，可用于农村教师的职业紧张测量。 2农村教师职业紧张程度、特点及与健康效应的关系研究 2．1农村教师职业紧张程度及特点 在同一研究对象中，采用工作内容量表中文版(C-JCQ)、抑郁自评量表(SDS)、焦虑自评量表(SAS)和36条目简明量表(SF-36)，分别了解研究对象的职业紧张特点，，以焦虑抑郁为主要表现的心理健康状况和生命质量状况。 研究结果表明，与医务人员相比，农村教师的工作自主度得分较高，工作心理要求得分较低，农村教师的职业紧张程度低于医务人员。根据工作要求-工作自主度模型定义职业紧张，发现分别有23.8％和28.5％的研究对象属于高紧张型和低紧张型，工作场所社会支持度对职业紧张程度有影响(P＜0.01)。 这一结果提示，农村教师的职业紧张应由工作自主度、工作要求、工作场所社会支持度三个维度构成。在此定义下，农村教师职业紧张的检出率为15.6％，工龄是其职业紧张的影响因素(P=0.03)，工龄在10到20年之间(包括10年，不包括20年)者的紧张检出率最高，为21.3％。 2．2农村教师健康状况与职业紧张的关系 研究发现，农村教师的心理问题检出率为63.0％，与职业紧张显著相关(OR=3.0，95％CI：1.6～5.6)，职业紧张组明显高于非职业紧张组(P＜0.01)，前者心理问题检出率81.4％，后者心理问题检出率59.6％。另外，评价农村教师的生命质量，无论男女，SF-36各维度得分均显著低于四川省农村居民的参考值(P＜0.01)，其生命质量比一般农村居民差；农村教师生命质量与职业紧张有关：除PF维度外，不同职业紧张状况农村教师的生命质量有显著差异(P＜0.05)：非紧张组农村教师的生命质量好于紧张组。 以上结果提示，农村教师的职业紧张可作为预测其健康状况的相关指标。今后有必要利用C-JCQ在更大样本职业人群中，对高危人群进行筛查，为进一步开展职业紧张干预研究做准备。
[Abstract]:Teachers are a typical tension occupation, their health problems have a long history. Rural teachers are a special group of teachers in our country. Compared with the general urban teachers, their working conditions are poor, their basic occupational health guarantee is difficult to be implemented, the treatment is low, the interpersonal relationship is tense, and the health condition is poor. There are many related physical and mental problems and common health problems. Including pharyngitis, gastrointestinal diseases, cervical and lumbar diseases, cardiovascular and cerebrovascular diseases, neurasthenia and other physiological health problems, as well as anxiety, compulsion, irritability, debility and other mental health problems, as well as fatigue, insomnia, and other sub health problems.
The occupational reasons for the poor health of rural teachers mainly include the following aspects: the limited space of the work skills, the lack of self development opportunities, the gap between the professional quality and the requirements of the teaching work, the reform of the employment system of the school employing system, which has increased the instability of the work and aggravated the bad interpersonal environment. According to the occupational stress theory of Karasek, the production of occupational stress is affected by the job requirements and the degree of work autonomy. It is necessary to study the occupational population when the individual is unable to properly remove or transfer the influence of work demand because of the low degree of work autonomy. The relationship between occupational stress and health.
This study first introduced the occupational stress theory of Karasek to explore the status of occupational stress and the relationship between rural teachers' occupational stress and their relationship with health. The Chinese version of the work content scale (Chinese Version of Job Content Questionnaire, C-JCQ), the self rating Depression Scale (self-rating Depression Scale, SDS), and the self rating Anxiety Scale AS) and the 36 item concise scale (Short Form 36, SF-36) were used to measure the mental health status and quality of life of rural teachers, with anxiety and depression as the main manifestations. Through this study, the application of C-JCQ in rural teachers was tested to understand the tension and characteristics of rural teachers' occupational stress and to explore the occupational stress of rural teachers and to explore the occupational stress of rural teachers. The relationship between mental health and quality of life.
1 reliability and validity of Chinese version of job content scale (C-JCQ) among rural teachers
522 in-service teachers from 20 rural areas under the jurisdiction of Sichuan and Chongqing were randomly selected to recover 448 copies of effective questionnaires, 193 men and 255 women. The results of principal component factor analysis and Cronbach 's alpha coefficient were used to evaluate the structural validity and reliability of the Chinese version of the work content scale (C-JCQ) for the occupational population of rural teachers.
The results of the study found that in the evaluation of structure validity, the factor analysis of the questionnaire was carried out, and 15 factors of the characteristic root > 1 were extracted, the cumulative contribution rate was 65.5%. The cumulative contribution rate of F1, F2, F3, F4, F5 and F6 was 42.0%., the 4 factors of F1, F2, F4, F6 were closely related to the theoretical model of the questionnaire, including 49 entries. 38, the distribution of the maximum absolute value of factor load (> 0.35) is basically the same as the theory of the questionnaire. In the reliability evaluation, the three main dimensions, the work autonomy, the work requirement, the Cronbach 's alpha coefficient of the social support degree of the workplace are close to 0.6 or 0.6. The macro decision-making autonomy and the work instability are the two modules. The Cronbach 's alpha coefficients of blocks are lower, -0.03 and -0.05. respectively.
The above results show that C-JCQ meets the requirements of social psychological survey and can be used for occupational stress measurement in rural areas.
2 the degree of occupational stress, characteristics of rural teachers and its relationship with health effects
2.1 rural teachers' occupational stress and characteristics
In the same subjects, the Chinese version of the work content scale (C-JCQ), the self rating Depression Scale (SDS), the self rating Anxiety Scale (SAS) and the 36 item concise scale (SF-36) were used to understand the occupational stress characteristics of the subjects, and the mental health and quality of life were mainly characterized by anxiety and depression.
The results show that, compared with the medical staff, the rural teachers have higher job autonomy score, lower job psychological requirements, and the occupational stress of rural teachers are lower than those of the medical staff. According to the job autonomy model, the occupational stress is defined, and 23.8% and 28.5% of the subjects are of high tension and low level, respectively. Tense type, workplace social support had an effect on occupational stress level (P < 0.01).
The results suggest that the occupational stress of rural teachers should be composed of three dimensions of job autonomy, job requirements, and social support in the workplace. Under this definition, the detection rate of occupational stress in rural teachers is 15.6%, the working age is the influence factor of occupational stress (P=0.03), and the working age is between 10 and 20 years (including 10 years, excluding 20 years). The rate of tension detection was the highest, 21.3%.
2.2 the relationship between occupational stress and health status of rural teachers
The study found that the psychological problem detection rate of rural teachers was 63%, which was significantly related to occupational stress (OR=3.0,95%CI:1.6 ~ 5.6), and the occupational stress group was significantly higher than that of non occupational stress group (P < 0.01), the former was 81.4%, the latter was 59.6%., and the quality of life of rural teachers was evaluated, whether men and women, SF- 36 The scores of each dimension were significantly lower than the reference values of rural residents in Sichuan (P < 0.01), and their quality of life was worse than that of the general rural residents; the quality of life of rural teachers was related to occupational stress: except for the PF dimension, the quality of life of rural teachers with different occupational stress was significantly different (P < 0.05): the quality of life of the rural teachers in the non tense group was the quality of life (P < 0.05). It's better than the tension group.
The above results suggest that occupational stress in rural teachers can be used as a predictor of their health status. It is necessary to use C-JCQ in the larger sample population to screen for high-risk groups in the future and prepare for further research on occupational stress intervention.
【学位授予单位】：四川大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：R395
本文编号：2160510
[Abstract]:Teachers are a typical tension occupation, their health problems have a long history. Rural teachers are a special group of teachers in our country. Compared with the general urban teachers, their working conditions are poor, their basic occupational health guarantee is difficult to be implemented, the treatment is low, the interpersonal relationship is tense, and the health condition is poor. There are many related physical and mental problems and common health problems. Including pharyngitis, gastrointestinal diseases, cervical and lumbar diseases, cardiovascular and cerebrovascular diseases, neurasthenia and other physiological health problems, as well as anxiety, compulsion, irritability, debility and other mental health problems, as well as fatigue, insomnia, and other sub health problems.
The occupational reasons for the poor health of rural teachers mainly include the following aspects: the limited space of the work skills, the lack of self development opportunities, the gap between the professional quality and the requirements of the teaching work, the reform of the employment system of the school employing system, which has increased the instability of the work and aggravated the bad interpersonal environment. According to the occupational stress theory of Karasek, the production of occupational stress is affected by the job requirements and the degree of work autonomy. It is necessary to study the occupational population when the individual is unable to properly remove or transfer the influence of work demand because of the low degree of work autonomy. The relationship between occupational stress and health.
This study first introduced the occupational stress theory of Karasek to explore the status of occupational stress and the relationship between rural teachers' occupational stress and their relationship with health. The Chinese version of the work content scale (Chinese Version of Job Content Questionnaire, C-JCQ), the self rating Depression Scale (self-rating Depression Scale, SDS), and the self rating Anxiety Scale AS) and the 36 item concise scale (Short Form 36, SF-36) were used to measure the mental health status and quality of life of rural teachers, with anxiety and depression as the main manifestations. Through this study, the application of C-JCQ in rural teachers was tested to understand the tension and characteristics of rural teachers' occupational stress and to explore the occupational stress of rural teachers and to explore the occupational stress of rural teachers. The relationship between mental health and quality of life.
1 reliability and validity of Chinese version of job content scale (C-JCQ) among rural teachers
522 in-service teachers from 20 rural areas under the jurisdiction of Sichuan and Chongqing were randomly selected to recover 448 copies of effective questionnaires, 193 men and 255 women. The results of principal component factor analysis and Cronbach 's alpha coefficient were used to evaluate the structural validity and reliability of the Chinese version of the work content scale (C-JCQ) for the occupational population of rural teachers.
The results of the study found that in the evaluation of structure validity, the factor analysis of the questionnaire was carried out, and 15 factors of the characteristic root > 1 were extracted, the cumulative contribution rate was 65.5%. The cumulative contribution rate of F1, F2, F3, F4, F5 and F6 was 42.0%., the 4 factors of F1, F2, F4, F6 were closely related to the theoretical model of the questionnaire, including 49 entries. 38, the distribution of the maximum absolute value of factor load (> 0.35) is basically the same as the theory of the questionnaire. In the reliability evaluation, the three main dimensions, the work autonomy, the work requirement, the Cronbach 's alpha coefficient of the social support degree of the workplace are close to 0.6 or 0.6. The macro decision-making autonomy and the work instability are the two modules. The Cronbach 's alpha coefficients of blocks are lower, -0.03 and -0.05. respectively.
The above results show that C-JCQ meets the requirements of social psychological survey and can be used for occupational stress measurement in rural areas.
2 the degree of occupational stress, characteristics of rural teachers and its relationship with health effects
2.1 rural teachers' occupational stress and characteristics
In the same subjects, the Chinese version of the work content scale (C-JCQ), the self rating Depression Scale (SDS), the self rating Anxiety Scale (SAS) and the 36 item concise scale (SF-36) were used to understand the occupational stress characteristics of the subjects, and the mental health and quality of life were mainly characterized by anxiety and depression.
The results show that, compared with the medical staff, the rural teachers have higher job autonomy score, lower job psychological requirements, and the occupational stress of rural teachers are lower than those of the medical staff. According to the job autonomy model, the occupational stress is defined, and 23.8% and 28.5% of the subjects are of high tension and low level, respectively. Tense type, workplace social support had an effect on occupational stress level (P < 0.01).
The results suggest that the occupational stress of rural teachers should be composed of three dimensions of job autonomy, job requirements, and social support in the workplace. Under this definition, the detection rate of occupational stress in rural teachers is 15.6%, the working age is the influence factor of occupational stress (P=0.03), and the working age is between 10 and 20 years (including 10 years, excluding 20 years). The rate of tension detection was the highest, 21.3%.
2.2 the relationship between occupational stress and health status of rural teachers
The study found that the psychological problem detection rate of rural teachers was 63%, which was significantly related to occupational stress (OR=3.0,95%CI:1.6 ~ 5.6), and the occupational stress group was significantly higher than that of non occupational stress group (P < 0.01), the former was 81.4%, the latter was 59.6%., and the quality of life of rural teachers was evaluated, whether men and women, SF- 36 The scores of each dimension were significantly lower than the reference values of rural residents in Sichuan (P < 0.01), and their quality of life was worse than that of the general rural residents; the quality of life of rural teachers was related to occupational stress: except for the PF dimension, the quality of life of rural teachers with different occupational stress was significantly different (P < 0.05): the quality of life of the rural teachers in the non tense group was the quality of life (P < 0.05). It's better than the tension group.
The above results suggest that occupational stress in rural teachers can be used as a predictor of their health status. It is necessary to use C-JCQ in the larger sample population to screen for high-risk groups in the future and prepare for further research on occupational stress intervention.
【学位授予单位】：四川大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：R395
【引证文献】
相关硕士学位论文 前1条
1 刘彦;中专卫校专职教师职业疲劳与工作负荷、应对方式的关联性研究[D];河南大学;2010年
本文编号：2160510
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