中小学教师人格特征、应对方式与职业倦怠的关系

Relationship between Personality, Coping Style and Job Burnout in Primary/Middle School Teachers

目的:探讨中小学教师应对方式在人格特征和职业倦怠之间的中介作用。方法:采用职业倦怠问卷、大五人格问卷和应对方式问卷对1831名中小学教师进行测查。结果:①男性教师人格解体和职业倦怠程度明显高于女性教师,教龄短的教师成就感低落和职业倦怠程度高于教龄长的教师。②神经质与职业倦怠成正相关、与积极应对呈负相关,而外倾性、严谨性、宜人性、开放性与职业倦怠呈负相关、与积极应对呈正相关。③中小学教师积极应对方式在人格特征与职业倦怠之间起部分中介作用。结论:人格特征既可以直接影响中小学教师职业倦怠,也可以通过应对方式间接影响职业倦怠。

Objective To investigate relationships among job burnout, coping style and personality in primary/middleSchool Teachers. Methods： 1831 teachers working at primary school and middle school in Hunan province were assessedusing the Maslach Burnout Inventory（MBI）, NEO Five-Factor Inventory（NEO-FFI） and Coping Style Questionnaire（CSQ）.Results： ①Male teachers had more severe depersonalization and job burnout than female teachers, and young teachers hadhigher scores on the lack of personal accomplishment and job burnout than eider teachers. ②Neuroticism was positively cor-related with job burnout and negatively correlated with positive coping style, while extraversion, conscientiousness, agree-ableness, openness were negatively correlated with burnout and positively correlated with positive coping style.③Positivecoping style had a partial mediating effect on the relationship between personality and job burnout. Conclusion： Personali-ty has a direct effect on job burnout, and also indirectly influence it through coping style in primary/middle school teacher.