高职院校教师职业倦怠状况调查研究

An Investigation into and Study on the Conditions of Job Burnout in Teachers of Higher Vocational Colleges

目的探讨高职院校教师职业倦怠现状及其特点,为预防和缓解高职院校职业倦怠提供理论依据。方法用教师职业倦怠问卷对随机抽取的185名高职院校教师进行问卷调查。结果高职院校职业倦怠总分为(48.68±2.62),情绪衰竭得分为(25.94±1.81),低个人成就感得分为(28.21±1.74),去人性化得分(11.63±1.66);男性教师职业倦怠在3个维度上的得分明显低于女教师,已婚教师情绪衰竭得分明显高于未婚教师,不同年龄教师在情绪衰竭和去个性化上差异有统计学意义(P<0.05)。结论高职院校教师职业倦怠状况比较明显,特别在情绪衰竭和低个人成就感得分较高,不同性别、年龄、职称和婚姻状况教师的职业倦怠状况差异显著。

Objective To discuss the status quo and characteristics of job burnout in teachers of higher vocational colleges, and to provide theoretical basis for the prevention and alleviation of job burnout in higher vocational colleges. Method 185 teachers in higher vocational colleges were chosen randomly to be investigated with a questionnaire on job burnout of teachers. Results The total score of job burnout in higher vocational colleges was（48.68±2.62）; the score of emotional exhaustion was （25.94±1.81） less than that of lack of. personal accomplishment （28.21±1.74）, and the score of depersonalization was （11.63±1.66）; as for the three dimensions, male teachers had lower scores than female teachers, and married teachers had a higher score than unmarried teachers in emotional exhaustion. There were significant＇differences between teachers at diHerenli ages （P〈0.05） in emotional exhaustion and depersonalization. Conclusion The job burnout is relatively obvious in teachers of higher vocational colleges especially the scores of emotional exhaustion and lack of personal accomplishment are high. Differences of teachers in gender, age, job title and marital status are sign＇ificant in terms of job burnout.