摘要
目的:了解初中青年教师生活质量的现状及其与情感体验、社会支持、心理压力的关系,为提高初中青年教师的生活质量提供参考。方法:于2005-10-08/2005-10-30从参加安阳市新教材培训的初中教师中,按所在培训班等额且按座位顺序由前至后随机整体抽取200名初中青年教师为调查对象,其中男教师100名,女教师100名。采用梯形量表(问题是:假定梯子的顶部代表你可能过上的最好生活,梯子的底部代表你可能过上的最差生活。你认为目前、5年前、5年后你的生活处于梯子的什么位置?采用11级制评分标准(从0～10),梯子底部记0分,以1分的级差依次向上推进,梯子的顶部记10分。)、欧洲晴雨表式调查、情感量表、社会支持评定量表、心理压力感受调查问卷测试初中青年教师对目前、5年前、5年后生活质量的评价与预期,生活满意度,情感体验,社会支持及心理压力。结果:共发放问卷200份,收回有效问卷173份。①初中青年教师对目前生活“非常满意”和“比较满意”的占57.2%。②初中青年教师5年前与目前的生活质量得分、目前生活质量与对5年后的生活期望得分差异均显著[(4.28±2.79),(5.32±2.28)分,t=4.55,P<0.01;(5.32±2.28),(8.35±2.05)分,t=-18.66,P<0.01];初中男青年教师5年前的生活质量评价均分低于女教师,差异显著[(3.51±2.89),(4.98±2.53)分,P<0.01];农村初中青年教师5年后的生活质量预期均分高于城市初中教师[(8.74±1.51),(8.11±2.23)分,P≤0.05]。③初中青年教师的生活质量与社会支持、心理压力、情感体验的相关分析结果,目前生活质量与社会支持、正向情感呈显著正相关(r=0.181,0.160,P<0.05),与负性情感呈显著负相关(r=-0.235,P<0.01);生活满意度与心理压力呈显著负相关(r=-0.201,P<0.01)。结论:初中青年教师生活质量各指标均属于中等水平。初中青年教师生活质量与社会支持、正向情感呈显著正相关,与负性情感呈显著负相关。
AIM： To recognize the current status of the quality of life of the young middle school teachers and Its correlation with the emotion experience, social supports, psychological pressure, so as to provide the＇ references for improving their quality of life. METHODS： From the 8^th to 30^th 2005, 200 young junior middle school teachers from participators in the Anyang new teaching material training were randomly selected including 100 males and 100 females. The trapezoidal scale [the question was： If the ladder top represented your possibly best life, and the ladder base as your possibly worst life, what was your position in the ladder at current, 5 years ago and 5 years later of your life？ The 11 level of system grading standard （from 0-10） was used, the bottom recorded for 0 mark, upwardly advances in tum by 1 mark grading; the top recorded for 10 marks], the European barometer investigation, affect scale, social support scale, pressure feeling questionnaire were adopted to investigate the quality of life and anticipation, life satisfactory degree, emotion experience, social support and mental pressure of the young middle school teachers at present, 5 years ago and 5 years later. RESULTS： Altogether 200 questionnaires were sent out and 173 valid ones were retrieved. ①57.2% of the young middle school teachers were ＂satisfies extremely＂ and ＂quIte satisfied＂ with current life. ②There were significant differences in the scores of quality of life 5 years ago or at present, scores of life expectation at present and 5 years later among the middle school teachers （4.28±2.79, 5.32±2.28; t =-4.55, P 〈 0.01; 5.32±2.28, 8.35±2.05, t =-18.66, P 〈 0.01）; the scores of the quality of life 5 year ago of the male teachers were lower than the females, and the differences were remarkable （3.51±2.89, 4.98±2.53, P 〈 0.01）; the mean scores of the qualities of life anticipation 5 year later of the rural teachers were higher than the Urban teachers （8.74±1.51, 8.11±2.23, P ≤ 0.05）. ③The correlation of quality of life and the society support, the pressure, the emotion experience of the middle school teachers： The present quality of life was posItively correlated with the social support and the positive affect （r=0.181, 0.160, P〈 0.05）, and negatively correlated with negative affect （r=-0.235, P 〈 0.01）; the life satisfactory degree was negatively correlated with the mental pressure （r =-0.201, P〈 0.01）. CONCLUSION： Each index of the quality of life of the young middle school teachers ranks the middle level. Their quality of life is positively correlated with social support and positive affect, and negatively correlated with the negative affect.
出处
《中国组织工程研究与临床康复》
CSCD
北大核心
2007年第17期3263-3265,共3页
Journal of Clinical Rehabilitative Tissue Engineering Research
