我国中小学教师近10年职业倦怠性别差异元分析

A Meta-analytic Review of Studies of the Last 10Years on the Gender Difference of Chinese Primary and Secondary School Teachers Burnout

目的探讨中小学教师职业倦怠的性别差异,为开展相关心理干预工作提供参考依据。方法检索并筛选出35篇关于中小学教师职业倦怠的文献进行元分析。结果我国中小学教师职业倦怠在个人成就感维度上不存在性别差异(总效应值为-0.01,95%CI为-0.12～0.1);在情绪衰竭上,女教师高于男教师(总效应值为-0.12,95%CI为-0.22～-0.02);在去个性化上,男教师高于女教师(总效应值为0.15,95%CI为0.03～0.27)。结论我国中小学教师职业倦怠在个人成就感维度上不存在性别差异,女教师情绪衰竭高于男教师,男教师去个性化高于女教师。

Objective To explore gender difference of primary and secondary school teachers burnout, and to provide reference for the intervention. Methods Thirty-five studies about gender difference of primary and secondary school teachers burnout were collected for meta analysis. Results There was no gender difference of primary and secondary school teachers in the personal accomplishment burnout dimension （effect value was -0.01, 95%CI was from-0.12 to 0.1）. The female teachers were worse than male teachers in emotional exhaustion, （effect value was -0.12, 95%CI was from-0.22 to-0.02）, and the male teachers were worse than female teachers in depersonalization （effect value was 0.15,95% CI was from 0.03 to 0.27）.Conclusion There is no gender difference of Chinese primary and secondary school teachers in the personal accomplishment; the female teachers are worse than male teachers in emotional exhaustion; The male teachers are worse than female teachers in depersonalization.