农村小学教师职业压力与教学效能感的关系

Relationship Between Occupational Stress and Teaching Efficacy Among Primary School Teachers in Rural Areas

目的了解民族地区农村小学教师职业压力、教学效能感的基本现状,探讨职业压力与教学效能感的关系。方法采用中小学教师压力问卷和教师教学效能感量表对云南省德宏地区498名农村小学教师进行调查。结果民族地区农村小学男教师的社会及学校评价压力、专业发展压力和学生问题行为压力得分均明显高于女教师得分(p<0.05),职业压力随年龄的增加而上升,教学效能感随年龄的增加呈"先上升后稳定再下降"的趋势,不同教龄小学教师的职业压力和教学效能感得分差异具有统计学意义(p<0.05)。职业压力与教学效能感具有显著的相关关系(r=-0.100～-0.392,p<0.05),社会及学校评价压力、学生问题行为压力和专业发展压力能负向预测一般教育效能感,专业发展压力和工作负荷压力对个人教学效能感具有明显的预测作用。结论不同性别小学教师的职业压力存在明显差异,年龄、教龄对教师职业压力和教学效能感具有重要影响,教师职业压力对教学效能感具有明显的预测效应。

Objective To have knowledge ahout the basic status of occupational stress and teaching efficacy a- mong primary school teachers in rural ethnic areas and to probe into the relationships between occupational stress and teaching efficacy. Method 498 primary school teachers in rural areas of dehong district of Yunnan province were investigated with stress questionnaire for primary and secondary school teachers and teaching efficacy scale for teachers. Results Scores on stress concerning social and school evaluation, professional develop ment, and problems and behaviors of students for male teachers of rural primary schools in ethnic areas were signifi- cantly higher than female teachers （p〈~0.05） ; occupational stress increased with age and teaching efficacy showed a tendency of ＂increasing, stabilizing and declining＂ as age increased; and differences in scores on occupational stress and teaching efficacy among primary school teachers with different teaching age were statistically significant （p〈 0.05）. Occupational stress was remarkably correlated with teaching efficacy （r= 0. 100~ 0. 392, p〈 0.0^-）） ; stress concerning social and school evaluation, problems and behaviors of students, and professional develop- ment was a negative predictor of general teaching efficacy; stress concerning professional development and workload was a significant predictor of individual teaching efficacy. Conclusion There is a significant differ ence in occupational stress among primary school teachers with different sex. Age and teaching age of teachers have a major impact on their occupational stress and teaching efficacy, and the occupational stress of teachers is a significant predictor of their teaching efficacy.