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目的:调查分析中小学教师的职业倦怠现状,探讨其职业倦怠与个人教学效能感、心理资本的关系。方法:选取某地区中小学教师648人,采用教师职业倦怠量表、个人教学效能感量表及心理资本量表进行测评。结果:①25.61%的教师出现中高程度的倦怠现象,以情绪衰竭症状表现最突出;②职业倦怠与个人教学效能感、心理资本呈显著的负相关(r=-0.556、r=506,P<0.001);③个人教学效能感及乐观因子显著影响情绪衰竭因子(P<0.001),个人教学效能感及希望因子显著影响非人性化因子(P<0.001),个人教学效能感及乐观、希望因子显著影响低个人成就感因子(P<0.001)。结论:中小学教师的职业倦怠状况不容忽视,提升个人教学效能感、开发希望和乐观的积极心理资本能有效降低其倦怠感。
Objective: To investigate the status quo of primary and secondary school teachers’ burnout and to explore the relationship between their job burnout and personal teaching efficacy and psychological capital. Methods: A total of 648 primary and secondary school teachers in a certain area were selected and evaluated by the teacher burnout scale, individual teaching efficacy scale and psychological capital scale. Results: (1) 25.61% of teachers showed a high level of burnout and the most prominent was emotional exhaustion; (2) There was a significant negative correlation between job burnout and personal teaching efficacy and psychological capital (r = -0.556, r = 506, P <0.001). (3) Personal teaching efficacy and optimistic factors significantly affected the emotional exhaustion factor (P <0.001), personal teaching efficacy and hopeful factors significantly influenced the non-human factors (P <0.001), personal teaching efficacy and optimism, Factors significantly affected low individual accomplishment factor (P <0.001). Conclusion: The condition of primary and secondary school teachers’ burnout can not be ignored. Improving personal teaching efficacy, developing positive and optimistic positive psychological capital can effectively reduce the sense of burnout.