农村教师心理紧张现状与工作特征关系研究

The relationship between psychosocial job characteristics and status of stress in rural teachers

目的研究农村教师心理紧张现状与工作社会心理特征的关系。方法随机整群抽取四川省和重庆市所辖4市的16所农村学校的404名在职教师作为研究对象,采用抑郁自评量表(self-ratingdepressionscale,SDS)、焦虑自评量表(self-ratinganxietyscale,SAS)与工作内容量表中文版(ChineseVersionofJobContentQuestionnaire,C-JCQ)分别测量其心理紧张与工作社会心理特征。结果①农村教师的抑郁及焦虑程度高于一般人群,其中中学教师发生抑郁及焦虑的的危险性分别是小学教师的2·72倍(95%CI:1·35,5·46),和2·35倍(95%CI:1·26,4·37)。②根据“工作自主度-工作要求”模型可将工作划分为高紧张型、低紧张型、活跃型、被动型4种类型,农村教师心理紧张反应的发生率及危险性最高值出现在高紧张型,且有如下趋势:高紧张型>低紧张型>活跃型>被动型。结论农村教师抑郁及焦虑情况严重,有必要提高其应对职业紧张的心理技能。“工作自主度-工作要求”模型及C-JCQ为预测农村教师的职业紧张提供了方法和工具。

Objective To describe the status of stress and investigate the relationship between psychosocial job characteristics and status of stress in rural teachers. Methods A cross-sectional study was conducted among randomly chosen 404 teachers at 16 rural schools in four cities of Sichuan and Chongqing, Self-rating Depression Scale (SDS), Self-rating Anxiety Scale(SAS) and Chinese Version of Job Content Questionnaire(C-JCQ) was used to test stress and psychosocial job characteristics. Results The depression and anxiety of rural teachers were worse than the common, especially high school teachers. The OR value (95%CI) of depression and anxiety of high school teachers was respectively 2.72(1.35, 5.46) and 2.35(1.26,4.37). ② The job was divided into four types by Demand-Control model, which were high stain, low stain, active and passive. The highest OR value and incidence existed in high stain group, and while the tendency of OR value and incidence was high stain > low stain > active > passive. Conclusion The mental healthy of rural teachers was depressing, and it was necessary to develop their coping ability of stress. Demand-Control model and C- JCQ provided method and tools for predicting occupational stress in rural teachers.