贵州民族地区中小学教师心理健康与职业压力人格特征的关系

Relationship Between Mental Health Status and Professional Stress Personality Traits Among Primary and Secondary School Teachers in Guizhou Minority Area

目的探讨贵州省民族地区中小学教师心理健康状况和职业压力、人格特征的关系,为开展少数民族教师的心理干预工作提供参考。方法随机抽取贵州省3个少数民族自治州18所学校542名中小学教师为被试,采用症状自评量表(SCL-90)、艾森克人格问卷(EPQ)和中小学教师职业压力问卷进行调查。结果贵州民族地区中小学教师心理卫生问题的总检出率为16.6%。不同性别和工作单位教师心理健康总均分差异无统计学意义;汉族教师心理健康状况优于其他少数民族,且差异有统计学意义;城市教师心理健康状况优于农村和城镇教师,但总均分差异无统计学意义。回归分析显示,学生因素、家庭人际关系、职业发展、精神质、神经质和内外向等可以预测中小学教师的心理健康水平。结论职业压力、自身人格特征是影响贵州民族地区中小学教师心理健康状况的重要因素。

Objective To study relationships among professional stress, personality traits and mental health of primary and secondary school teachers in Guizhou minority area, and to provide references for mental intervention of minority teachers. Methods 542 teachers from 18 primary and secondary school of three minority areas were randomly chosen and surveyed with SCL - 90, EPQ and professional stress scale. Results The incidence of psychological problems was 16.6% among respondent. There were no significant differences on mental health among teachers of different gender and different schools. The Han nationality teachers＇ mental health was better than minority, and the difference was significant. The city teachers＇ mental health was better than countryside and town teachers, but the differences wasn＇t significant. Regression analysis showed that student factor, family and individual relationship, professional development, psychoticism, nervosity and introversion or extraversion can predict mental health effectively. Conclusion Professional stress, personality traits are important influencing factors of Guizhou minority area primary and secondary school teachers＇ mental health.