正念训练降低高中教师职业倦怠的干预研究

发布时间：2019-02-24 19:48

【摘要】：在中学教育的重要性越来越被人认识到的今天,中学教师们严峻的教育和生活状况也越发成为了人们关注的焦点。教师的职业倦怠虽说是一种看不见的隐性的影响,但是会影响教师的工作状态,而且对教师的心理健康状况也有负面作用。然而,目前却没有一种有效的方式来降低教师的职业倦怠水平,更不知道在不同人格条件下怎样调节教师的职业倦怠水平。正念是一种源于佛教禅修的概念和训练方式,包括觉察、注意和记忆三个主要成分,是一种毫不怀疑并全身心投入浑然忘我的、使自己全部的情感、想法以及躯体感觉被自己所接受的意识状态。本研究提出运用正念训练来减轻高中教师的职业倦怠水平,特别地,还考虑人格特征对正念训练降低职业倦怠的影响。主要包括两方面:(1)研究正念、人格与职业倦怠的相关关系;(2)挑选神经质、严谨性得分高教师参加正念训练,检验正念训练能否减低教师的职业倦怠水平。本次研究采用文献分析、问卷调查和干预实验的方法,所用问卷包括五因素正念量表、中国版简式大五人格量表和职业倦怠量表。干预实验采用前后测设计。问卷调查了来自内蒙古自治区的194名高中教师,涉及高一教师76人,高二教师73人,高三教师45人。其中,有五名在神经质和严谨性维度上得分高的高中教师参与干预实验。研究结果显示,正念水平总体上与职业倦怠有显著相关;人格与正念和职业倦怠都有显著相关;以职业倦怠得分较高的教师为对象进行为期四周的干预训练,前后测结果显示,干预对象的职业倦怠水平有显著降低(t=4.385,p0.05)。本次研究的结论是:(1)人格、正念、职业倦怠有显著相关;(2)正念训练能够切实有效地降低高中教师职业倦怠水平。根据本研究的结果,学校与教师可以采用正念训练的干预方法调节职业倦怠水平。
[Abstract]:Nowadays, the importance of middle school education has been recognized more and more, and the severe education and living conditions of middle school teachers have become the focus of attention. Although the teacher's job burnout is an invisible and implicit influence, it will affect the teacher's working state and has a negative effect on the teacher's mental health. However, there is no effective way to reduce teachers' job burnout level, let alone how to regulate teachers' job burnout level under different personality conditions. Mindfulness is a concept and training method derived from Buddhist meditation. It consists of three main components: awareness, attention and memory. The state of consciousness in which ideas and physical feelings are accepted by one's own. This study proposes to use mindfulness training to reduce the level of high school teachers' job burnout, especially considering the influence of personality characteristics on mental training to reduce job burnout. It mainly includes two aspects: (1) to study the relationship between mindfulness, personality and job burnout; (2) to select neurotic, rigorous teachers to participate in mindfulness training, to test whether mindfulness training can reduce teachers' job burnout level. This study adopts the methods of literature analysis, questionnaire survey and intervention experiment. The questionnaire includes five factors mindfulness scale, Chinese version of Big five Personality scale and Job Burnout scale. The intervention experiment was designed before and after the test. A questionnaire survey was conducted among 194 senior high school teachers from Inner Mongolia Autonomous region, including 76 senior high school teachers, 73 junior high school teachers and 45 senior high school teachers. Five high school teachers with high scores in neuroticism and rigour participated in the intervention experiment. The results show that the level of mindfulness is significantly correlated with job burnout, personality is significantly correlated with mindfulness and burnout. Teachers with higher scores of job burnout were trained for four weeks. The results showed that the level of job burnout was significantly decreased (t = 4.385, p0.05). The conclusions of this study are as follows: (1) personality, mindfulness and job burnout are significantly correlated; (2) mindfulness training can effectively reduce the level of high school teachers' job burnout. According to the results of this study, schools and teachers can use mindfulness training to regulate the level of job burnout.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G635.1

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