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目的了解中小学教师职业紧张状况及其影响因素,为制订干预措施提供参考。方法采取分层抽样和整群抽样结合的方法,对蚌埠市3 047名中小学教师进行职业紧张状况调查,结果录入数据库并进行统计分析。结果男教师职业任务、个体紧张反应和个体应对资源得分均高于女教师。40～60岁年龄组教师职业任务得分高,50～60岁年龄组教师个体应对资源得分较其他组高,30～39岁年龄组教师个体紧张反应得分较高。高学历组教师个体紧张反应得分较高。已婚教师承担的职业任务多,未婚和已婚教师职业紧张反应较强。市区、普通高中教师个体紧张反应得分比其他组高,职业高中教师职业任务少,个体资源多,紧张反应低。结论职业紧张反应可以通过减少职业任务和提高应对资源的方法来预防或控制。
Objective To understand the occupational stress in primary and secondary school teachers and its influencing factors, and to provide reference for the formulation of interventions. Methods A stratified sampling and cluster sampling method were used to investigate the occupational stress in 3 047 primary and secondary school teachers in Bengbu City. The results were entered into the database and analyzed statistically. Results Male teachers occupational tasks, individual stress response and individual response resources were higher than the female teachers. Teachers in the age group of 40-60 years had higher scores in occupational tasks, teachers in the age group of 50-60 years scored higher scores than other groups, and teachers in the age group of 30-39 years had higher individual scores. Highly educated group of teachers individual higher tension scores. Married teachers to undertake more professional tasks, unmarried and married teachers occupational stress response stronger. In urban areas and ordinary high schools, individual teachers’ scores of stress reaction were higher than those of other groups. Vocational high school teachers had fewer professional tasks, more individual resources and less nervous reaction. Conclusion Occupational stress responses can be prevented or controlled by reducing occupational tasks and increasing the resources available.