银川市中学教师职业紧张度评价

An Evaluation of Occupational Stress in Middle School Teachers of Yinchuan City

目的探讨中学教师职业紧张状况的程度、来源和预防对策。方法采用分层整群多阶段抽样的方法从银川市现有的16所中学(职业高中除外)抽出6所,对抽到学校的一线教师用职业紧张测量表(OSI)进行职业紧张调查。结果银川市中学不同组别教师的职业紧张不同。高三年级组工作时间最长;初三年级组应对资源最好;工作负荷、管理角色因子评分最高为初三组,最低为高二组,女性高于男性,差异有统计学意义(P<0.05);语文、外语教师工作负荷因子评分较高,其它课程较低,差异有统计学意义(P<0.05);管理角色因子评分最高为语文组,最低为其他组;差异有统计学意义(P<0.05)。结论教师所教课程、年级不同,工作紧张程度不同,应对水平不同。

Objective To explore the degrees and sources of occupational stress and to provide the relieving measures for middle school teaches. Methods Six middle schools were sampled by stratified sampling from all 16 middle schools in yinchuan city. Occupational Stress Inventory （OSI） was used to measure occuapafional stress of the sampled teachers on duty. Results The professional stress varied among middle school teachers in different groups. The working duration of grade 3 teachers in senior school was the longest. The grade 3 teachers in junior school had sufficient resources and the highest mark of working load, managerial role. The grade 2 teachers in senior school had the lowest mark, femal teachers had higher mark than male （ P 〈 0.05）. Those who tought Chinese or English had higher working load, other teachers had lower working load （ P 〈 0.05）. Teachers group tought Chinese had the highest mark of the managerial role score, other groups had relatively lower mark （ P 〈 0.05 ）. Conclusion The levels of occupational stress varied significantly because of differences of teaching subjects, grades and working load in middle school teachers.