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目的:考察中学团干部教师职业倦怠的特点及其与社会支持、应对方式的关系。方法:通过问卷法对北京市18个区县的482名中学团干部教师进行调查。结果:中学团干部教师的职业倦怠存在显著的地区差异,近郊区教师的情绪枯竭和去人性化程度显著地高于远郊区县的教师;社会支持与情绪衰竭、去人性化、认知枯竭和个人成就感呈显著的相关;“低积极-高消极”应对方式的教师职业倦怠最严重;社会支持可以直接地预测中学团干部教师的职业倦怠,又通过积极应对方式间接地预测团干部教师的个人成就感,通过消极应对方式间接地预测该群体的情绪衰竭、去人性化和认知枯竭状况。结论:增加社会支持、培养积极应对方式有助于降低中学团干部教师的职业倦怠水平。
Objective: To investigate the characteristics of the occupational burnout of the middle school cadres and their relationship with social support and coping styles. Methods: 482 secondary school cadre teachers from 18 districts and counties in Beijing were surveyed by questionnaire. Results: There was a significant regional difference in occupational burnout among middle school cadres and teachers. Teachers in suburban districts experienced significantly lower emotions and dehumanization than those in suburban counties. Social support and emotional exhaustion, dehumanization, cognitive exhaustion and Personal accomplishment was significantly correlated; teachers with “low-active-high-negative” coping styles experienced the most serious job burnout; social support could directly predict job burnout of middle school cadres and teachers, and indirectly predicted cadres through active coping methods Teachers’ personal accomplishment indirectly predicts the group’s emotional exhaustion, dehumanization and cognitive exhaustion through negative coping styles. Conclusion: Increasing social support and cultivating positive coping styles can help reduce the level of occupational burnout among school-based cadres.