高校高级职称教师领悟社会支持及其影响因素分析

Study of Perceived Social Support and Its Influencing Factors in Teachers with Senior Professional Titles in Higher Learning Institutions

目的探讨高校高级职称教师领悟社会支持总体情况及其可能影响因素,为提高高校教师的社会健康状况提供理论支持。方法采用随机整群抽样方法调查了福建省15所高校2454名具有高级职称的教师,调查内容包括个人一般情况、健康状况及领悟社会支持情况。结果大部分高级职称教师社会支持比较正常;不同性别、学历的教师社会支持没有差异,但不同专业、职称、是否具有行政兼职和社会兼职、不同健康状况的教师社会支持有差异。结论影响高校高职称教师的社会支持的主要因素是社会资源情况;同时社会支持与健康状况密切相关,社会支持越多,健康状况越好。

Objective To describe perceived social support and its influencing factors in teachers with senior professional titles in higher learning institutions, and to offer the theoretical support for improving their social health status. Methods A random cluster survey was conducted. By using Perceived Social Support Scale, 2 454 teachers with senior professional titles from 15 higher learning institutions were measured. Results Most of the teachers with senior - grade professional titles were with normal social support. No significant differences were found in percieved social supports between genders or among educational backgrounds. While the differences were significant among specialities, titles, whether or not with administrative posts or part - time jobs, and health statuses.. Conclusion The main influencing factors for the teachers with senior professional titles in higher learning institutions were the social resources they had. The more perceived social supports they obtain, the better health status they keep.