中小学教师职业倦怠与职业压力应对策略研究

A Study on the Relationship of Occupational Burnout with Coping Strategies to Occupational Stress Among Primary and Secondary School Teachers

目的 探讨中小学教师职业倦怠与职业压力应对策略的关系 ,以便为中小学教师的身心健康教育提供科学依据。方法 采用中小学教师职业倦怠问卷和中小学教师职业压力应对策略问卷 ,对中小学教师 367名进行调查。结果 中小学教师的职业压力应对策略中的忍耐策略、积极评价策略、自我调控策略、回避策略、幻想策略和接受责任策略对职业倦怠的情绪疲惫维度具有显著的预测作用 ;积极评价策略、接受责任策略、计划解决策略和忍耐策略对职业倦怠的少成就感维度具有显著的预测作用 ;忍耐策略、积极评价策略、接受责任策略和自我调控策略对职业倦怠的去个人化维度具有显著的预测作用。结论 中小学教师的职业倦怠与其职业压力应对策略存在显著的相关关系。

Objective To explore the relationship of occupational burnout with coping strategies to occupational stress among primary and secondary school teachers, and to provide scientific basis for their mental or physical health.Methods Questionnaires about teacher's occupational burnout, teacher's coping strategies associated with occupational stress were conducted among 367 primary and secondary school teachers.Results The results indicated that endurance strategy,positive appraisal strategy, self-control strategy,avoidance strategy, imagine strategy and accepting responsibility strategy significantly predicted emotion exhaustion;appraisal strategy,accepting responsibility strategy,planful problem solving strategy and endurance strategy significantly predicted decreased sense of achievement; endurance strategy,positive appraisal strategy, accepting responsibility strategy and self-control strategy significantly predicted depersonalization.Conclusion Teacher's occupational burnout was correlated with coping strategies associated with occupational stress.