论文部分内容阅读
目的探讨影响高校教师职业紧张的因素及对职业紧张状况的有效防控方法。方法采用分层整群随机抽样方法,抽取湖南娄底市高校教师990人进行职业紧张问卷调查。结果不同性别、不同工龄、不同职称、不同岗位、不同工作压力等高校教师职业紧张比较差异有统计学意义。男性显著职业紧张率为30.38%,女性显著职业紧张率为41.79%,差异有统计学意义(χ2=13.75,P<0.001);<10年工龄组显著职业紧张率为43.16%,高于20年以上工龄组和10~20年工龄组(χ2=13.81,P<0.001)。高级职称组显著职业紧张率最高为43.26%,高于初、中级组,差异具有统计学意义(χ2=23.68,P<0.001)。岗位显著职业紧张率最高的是教师43.65%,明显高于行政人员组与辅导员组,差异有统计学意义(χ2=59.38,P<0.001)。结论影响高校教师职业紧张的主要因素是工龄、工种、工作压力和组织支持缺乏。加强职业紧张的预防控制,是减少职业紧张的根本途径。
Objective To explore the factors that affect the occupational stress of college teachers and the effective prevention and control of occupational stress. Methods A stratified cluster random sampling method was used to select 990 college teachers in Loudi City, Hunan Province for occupational stress questionnaire. Results There were significant differences in occupational stress among college teachers with different gender, different seniority, different titles, different positions and different work pressures. The significant occupational stress rate was 30.38% in males and 41.79% in females, the difference was statistically significant (χ2 = 13.75, P <0.001). The significant occupational stress was less than 10 years The above age group and 10 to 20 year age group (χ2 = 13.81, P <0.001). The highest occupational stress rate in the senior professional group was 43.26%, which was higher than that in the junior and intermediate groups (χ2 = 23.68, P <0.001). Significant job occupational stress was the highest rate of 43.65% teachers, significantly higher than the administrative staff and counselor group, the difference was statistically significant (χ2 = 59.38, P <0.001). Conclusion The main factors affecting the occupational stress in college teachers are length of service, types of work, working pressure and lack of organizational support. Strengthening occupational stress prevention and control is the fundamental way to reduce occupational stress.