摘要
目的了解高校教师工作倦怠的发生状况,探讨其与人格特征的相关性,为高校教师工作倦怠干预提供科学依据。方法采用工作倦怠问卷(MBI-GS)、艾森克人格问卷(EPQ)对220名高校教师进行测试。结果高校教师工作倦怠检出率为60.91%,其中情绪耗竭发生率为40.45%,个人成就感降低为26.36%,去人格化为18.18%;高校教师的工作倦怠与其人格有关(P<0.05),其中内外向与情绪耗竭、去人格化之间呈负相关,神经质和精神质与工作倦怠的情绪衰竭、去人格化维度呈正相关。结论高校教师普遍存在工作倦怠问题,其人格特征对工作倦怠有显著影响,对此问题应给予重视,并应实施必要的干预。
OBJECTIVE To investigate the relationship of job burnout and personality characteristics of teachers in university, and to provide intervention of job burnout problem. METHODS 220 teachers in university were investigated with Maslach Burnout Inventory- General Survey（MBI-GS） and Eysenck Personality Questionnaire（EPQ）. RESUALTS The results displayed that the prevalence of burnout was 60.91%. Emotional exhaustion（EE）, reduced personal accomplishment（RPA） and depersonalization（DE） were 40.45%, 26.36% and 18.18%. Personality characteristics had a great impact on the level of burnout, in which extraversion was negatively related to EE and DE（r=-0.240, P〈0.01; r=-0.164, P〈0.05）, neuroticism and psychoticism were positively related to EE（r=0.452, P〈0.01; r=0.241, P〈0.01） and DE（r=0.407, P〈0.01 ; r=0.252, P〈0.01）. CONCLUSION The distribution of burnout was wide among teachers in the university, more attention should be paid to this problem, and the necessary interventions should be offered.
出处
《中国初级卫生保健》
2013年第1期27-28,共2页
Chinese Primary Health Care
基金
国家科技部支撑计划(2009BAI77B04)
关键词
高校教师
工作倦怠
艾森克人格问卷
teachers in university
job burnout
Eysenck personality questionnaire
