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目的了解小学教师职业压力状况及与社会支持的关系,为缓解教师职业压力提供依据。方法采用教师职业压力问卷和社会支持量表,对山东省328名小学教师进行问卷调查并进行统计分析。结果 1小学教师的职业压力感和自我职业压力感得分为3.97±0.96/3.93±0.98;工作责任、考试考评和待遇环境压力的强度居前3位(3.80±0.78/3.72±0.94/3.71±0.89);2小学男教师的个人能力、人际关系、外部期望和工作责任压力显著高于女教师(t=4.75,P<0.001;t=2.26,P<0.05;t=2.77,P<0.01;t=2.57,P<0.05),女教师的学生因素压力显著高于男教师(t=-2.64,P<0.01);3不同教龄的教师在考试考评、待遇环境、个人能力、学生因素、压力总分,角色任务、外部期望、工作责任、人际关系压力上均存在不同程度的显著性差异(F=6.78,9.50,7.22,6.11,9.02,P<0.001;F=4.63,5.49,P<0.01;F=2.72,3.80,P<0.05),事后比较表明,教龄小于10年的教师压力最小,大于20年的教师压力最大;4小学教师获得的社会支持与职业压力总分相关不显著(r=-0.041,P>0.05),与考试考评压力呈显著正相关(r=0.123,P<0.05),与人际关系压力呈显著负相关(r=-0.159,P>0.01)。结论小学教师承受着较大的职业压力,工作责任、考试考评和待遇环境压力最大;个人能力、人际关系、外部期望、工作责任和学生因素压力的大小受性别的影响;随着教龄的增长,教师职业压力逐渐增大;小学教师获得的社会支持越多,人际关系压力越小,但考试考评压力增大。
Objective To understand the relationship between primary school teachers’ occupational stress and social support and to provide basis for alleviating the occupational stress on teachers. Methods The teacher occupation stress questionnaire and social support questionnaire were used to conduct a questionnaire survey and statistical analysis of 328 primary school teachers in Shandong Province. Results The scores of occupational stress and self-occupation stress in primary school teachers were 3.97 ± 0.96 / 3.93 ± 0.98, the top three in work responsibility, test evaluation and treatment environment stress (3.80 ± 0.78 / 3.72 ± 0.94 / 3.71 ± 0.89 (T = 4.75, P <0.001; t = 2.26, P <0.05; t = 2.77, P <0.01, respectively); (2) The primary male teachers’ personal ability, interpersonal relationship, external expectations and the pressure of work responsibility were significantly higher than female teachers = 2.57, P <0.05). The pressure of female teachers was significantly higher than that of male teachers (t = -2.64, P <0.01). 3 The teachers of different teaching ages had significant differences in examination evaluation, treatment environment, individual ability, student factors, (F = 6.78,9.50,7.22,6.11,9.02, P <0.001; F = 4.63,5.49, P <0.01). There was a significant difference between the two groups F = 2.72, 3.80, P <0.05). After-hours comparison showed that teachers under the age of less than 10 years had the least pressure and teachers under 20 years had the greatest pressure. Social support received by primary school teachers was not significantly correlated with the total score of occupational stress (r = -0.041, P> 0.05). There was a significant positive correlation between the test pressure and test pressure (r = 0.123, P <0.05), and negative correlation with interpersonal stress (r = -0.159, P> 0.01). Conclusion The primary school teachers are under greater occupational pressure, job responsibility, examination evaluation and treatment environment are the most stressful. The size of personal ability, interpersonal relationship, external expectations, job responsibility and student factors are affected by gender. With the increase of teaching age, Teachers’ occupational stress is gradually increasing. The more social support primary school teachers receive, the less pressure they have on their interpersonal relationships, but the pressure on test examinations will increase.