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目的探讨不同个体特征对初中教师工作能力的影响。方法采用芬兰赫尔辛基职业卫生研究所研制的工作能力指数(work ability index,WAI)表,对某市277名初中教师采用问卷调查方式调查不同背景因素对工作能力的影响。结果婚姻状况:不同婚姻状况的教师工作能力不同(P<0.05),离婚和丧偶的教师工作能力较低。职业培训:不同的职业培训对工作能力的影响不同,经大学和其他培训的教师工作能力明显高于参加其他培训的教师(P<0.05)。不同的体育锻炼情况:锻炼次数多者工作能力明显高于锻炼次数少的(P<0.05)。文化程度:不同文化程度的教师工作能力差异具有统计学意义(P<0.05)。所教课程:三大主科(语文、数学、外语)与其他科目的差异具有统计学意义(P<0.05)。而其他背景因素如年龄、所教年级、性别、经济状况与工作能力的差异无统计学意义(P>0.05)。结论个体特征对初中教师的工作能力具有一定影响,应针对不同的教师,从不同角度着手提高不同个体特征教师的工作能力。
Objective To explore the influence of different individual characteristics on junior middle school teachers’ working ability. Methods Using the work ability index (WAI) table developed by Helsinki Institute of Occupational Health in Finland, 277 middle school teachers in a city were surveyed by questionnaire to investigate the influence of different background factors on their work ability. Results Marital status: Teachers with different marital status had different working abilities (P <0.05), and divorced and widowed teachers had lower working abilities. Vocational training: Different vocational training has different effects on working ability. The working ability of university-trained teachers and other teachers is obviously higher than that of other teachers (P <0.05). Different physical exercise conditions: more exercise capacity was significantly higher than the number of workouts less exercise (P <0.05). Educational level: The teachers’ ability to work with different educational level has statistical significance (P <0.05). Courses taught: The three major subjects (language, mathematics, foreign languages) and other subjects were statistically significant differences (P <0.05). The other background factors such as age, grade, sex, economic status and ability to work were not statistically different (P> 0.05). Conclusion Individual characteristics have an impact on junior middle school teachers’ ability to work. Different teachers should be taken to improve the working ability of teachers with different individual characteristics from different perspectives.