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目的了解影响中小学教师工作紧张反应的因素及不同个体特征对工作紧张程度的影响。方法采用分层整群随机抽样的方法,抽取乌鲁木齐市11所中小学教师851人进行问卷调查。结果组织支持缺乏:40岁~年龄段高于20岁~和30岁~年龄段,20年~工龄段高于10年~和<10年工龄段,高级职称高于初级职称,女性高于男性(均P<0.05);工作紧张和工作压力:男性(2.34±0.51;1.96±0.51)高于女性(2.19±0.59;1.85±0.55,均P<0.05);影响中小学教师工作紧张主要的因素有时间压力、负性生活事件、环境紧张因素(如噪声、工作场所小等)、任务危险性、任务不确定性、以及客观支持和对支持利用度缺乏问题(均P<0.05)。结论年龄越大、工龄越长、组织支持越缺乏,工作紧张反应有着明显的性别差异,工作任务本身和社会生活紧张因素影响工作紧张反应。
Objective To understand the factors that affect the stress reaction of primary and secondary school teachers and the influence of different individual characteristics on the degree of work stress. Methods A stratified cluster random sampling method was used to collect 851 primary and secondary school teachers from Urumqi for questionnaire survey. Results The lack of organizational support: 40-year-old age is higher than 20 years old and 30-year-old age range, 20 years ~ seniority is higher than 10 years ~ and <10 years of seniority, senior professional title is higher than junior title, (2.34 ± 0.51; 1.96 ± 0.51) were higher than those in women (2.19 ± 0.59; 1.85 ± 0.55, all P <0.05). The main factors affecting the work stress of primary and secondary school teachers were as follows: There are time pressure, negative life events, environmental stress factors (such as noise, workplace, etc.), mission risk, mission uncertainty, and objective support and lack of support for utilization (all P <0.05). Conclusion The older, the longer the service life, the more the lack of organizational support, job stress reaction has obvious gender differences, job tasks and social life factors affect the work tension.