摘要
目的押了解中小学教师职业倦怠的状况,分析工作家庭冲突、控制感与中小学教师职业倦怠的关系。方法押采用随机整群抽样的方式,于2005-11-08/2005-12-12对湖南省衡阳市10所中学和4所小学的896名教师的职业倦怠状况进行分析,并采用逻辑回归分析了解工作家庭冲突、控制感对中小学教师职业倦怠的预测作用。调查工具:①职业倦怠问卷。包括3个分量表共22个项目。其中情绪衰竭感,9个项目;非人性化,5个项目;个人成就感,8个项目。情绪衰竭和非人性化得分越高,个人成就感得分越低,则表示个体的职业倦怠感越严重。②工作家庭冲突量表,其中5个项目测量工作-家庭冲突,5个项目测量家庭-工作冲突。得分越高冲突程度越强。③控制感量表,共14个项目,得分越高控制感越强。结果押共发放问卷896份,收回有效问卷766份。①职业倦怠情况分析:情绪衰竭评分:女教师显著高于男教师(2.25±0.88熏2.06±0.84,t=3.51,P<0.01);高中教师明显高于小学和初中教师(2.39±0.89熏2.01±0.85熏2.12±0.93熏P<0.01～0.05);中教二级及以下教师显著低于中教一级的教师(2.03±0.73熏2.23±0.97,P<0.05)。非人性化程度评分:高中教师明显高于小学教师(1.97±0.75熏1.52±0.56,P<0.01)。个人成就感评分:小学教师明显高于初中和高中教师(3.53±0.75熏3.26±0.79熏3.22±0.78熏P<0.05);16～20年教龄的教师显著高于1～5年教龄的教师(3.50±0.73熏3.24±0.77,P<0.05)。②Pearson相关分析:工作-家庭冲突和职业倦怠各因子均呈显著正相关(r=0.408,P<0.01;r=0.244,P<0.01;r=0.075,P<0.05);家庭-工作冲突与情绪衰竭、非人性化均呈显著正相关(r=0.088,P<0.05;r=0.215,P<0.01),与成就感呈显著负相关(r=-0.153,P<0.01);控制感与情绪衰竭、非人性化均呈显著负相关(r=-0.256,P<0.01;r=-0.092,P<0.05),控制感越低职业倦怠越强;控制感与工作-家庭冲突、家庭-工作冲突呈显著负相关(r=-0.282,P<0.01;r=-0.292,P<0.01),工作家庭冲突越强控制感越低。③多元回归分析结果显示:控制感对工作-家庭冲突、家庭-工作冲突的回归方程有效(F=29.56,P<0.01),两预测变量的联合解释率为17.3%。职业倦怠对工作-家庭冲突、家庭-工作冲突、控制感的回归方程有效(F=38.67,P<0.01),3个预测变量的联合解释率为13.2%。结论:中小学教师的情绪衰竭程度不高,非人性化程度较低,而个人成就感较高,整体状况处于中等水平。工作家庭冲突是教师职业倦怠的重要预测变量,控制感对工作家庭冲突与职业倦怠的关系具有中介作用。
AIM： To understand the current situation of schoolteachers＇ burnout, and analyze the relationship among work-family interface, personal control and job burnout.
METHODS： Randomized cluster sampling method was adopted to analyze the job burnout of 896 Chinese schoolteachers, who were selected from ten middle schools and four primary schools of Hengyang in Hunan Province from November 8^th to December 12^th 2005. Logistic regression was used to assess the work-family interface, personal control and job burnout. Survey tools： ① Maslsch Burnout Inventory （MBI） was composed of 22 items in 3 scales, including Emotional Exhaustion Scale of 9 items, Reduced Personal Accomplishment Scale of 5 items and Depersonalization Scale of 8 items. The higher the scores of Emotional Exhaustion Scale and Depersonalization Scale were the lower the score of Personal Accomplishment was, and the severer was the job burnout. ② Work-Family Interface Scale included Work-Family Conflict Scale of 5 items and Family-Work Conflict Scale of 5 items. The higher the score was the severer the conflict was. ③ Personal Control Scale was composed of 14 items. The higher the score was the stronger the personal control was.
RESULTS： Totally 896 questionnaires were sent out, and 766 valid ones were recollected. ① Analysis of the whole burnout state of schoolteachers： The score of Emotional Exhaustion Scale： it was obviously higher in female teachers than in male teachers （2.25±0.88, 2.06±0.84, t=3.51, P 〈 0.01）, and it was significantly higher in senior high school teachers than that in primary and junior school teachers （2.39±0.89, 2.01±0.85, 2.12±0.93, P 〈 0.01-0.05）. The score in teachers of junior school taught below grade 2 was markedly lower than in teachers of junior school taught below grade 1 （2.03±0.73, 2.23±0.97, P 〈 0.05）. The score of depersonalization scale： it was obviously higher in senior higher school teachers than in primary school teachers （1.97±0.75, 1.52±0.56, P 〈 0.01）. The score of Personal Accomplishment Scale： it was significantly higher in primary school teachers than in teachers of junior school and senior school （3.53±0.75, 3.26±0.79, 3.22±0.78, P 〈 0.05）. While it was significantly higher in teachers whose teaching age was 16-20 years than teachers whose teaching age was 1-5 years （3.50±0.73, 3.24±0.77, P 〈 0.05）. ② Analysis of Pearson correlation： Work-family conflict was positively related with all factors of burnout （r=0.408, P 〈 0.01; r=0.244, P 〈 0.01; r=0.075, P 〈 0.05）. Family-work conflict was positively related with the emotion exhaustion and depersonalization （r=0.088, P 〈 0.05; r=0.215, P 〈 0.01）, but was negatively related with the personal accomplishment （r=-0.153, P 〈 0.01）. The personal control was negatively related with the emotion exhaustion and depersonalization （r=-0.256, P 〈 0.01; r=-0.092, P 〈 0.05）. The lower the personal control was, the severer teachers＇ burnout was. The personal control was negatively related with work-family conflict and family-work conflict （r=-0.282, P 〈 0.01; r=-0.292, P 〈 0.01）. The severer the interface between work and family was, the poorer the personal control was. ③ Analysis of multiple logistic regression： The personal control was effective to the regression equations of work-family conflict and family-work conflict （F=29.56, P 〈 0.01）, and two factors could explain 17.3% of total varianees. The regression equation that job burnout was regressed to personal control, work-family conflict and family-work conflict was valid （F=38.67, P 〈 0.01）, and three factors could explain 13.2% of total variances.
CONCLUSION： In teachers of primary school, junior school and senior sehool, the whole burnout state is not serious and depersonalization is relatively lower, while personal accomplishment is high with the total state in a middle level. Work-family interface is an important variance in job burnout of teachers, and personal control works as the mediation between work-family interface and job burnout.
出处
《中国临床康复》
CSCD
北大核心
2006年第46期82-85,共4页
Chinese Journal of Clinical Rehabilitation
基金
湖南省教育厅科学研究青年项目(04B007)
湖南省社会科学基金项目(05ZC141)~~
