医学院校青年教师社会支持现状的调查研究

Investigate and Research about the Current Situation of Social Support of Young Teachers in Medical Colleges

目的调查医学院校青年教师社会支持现状,为帮助青年教师缓解当前职业压力、开展长远职业规划及提供一定的依据。方法采用社会支持评定量表(social support rating scale,SSRS)对某医学院校203名青年教师社会支持情况进行调查。结果在性别方面,女性青年教师在SSRS的主观支持维度、对支持的利用度维度2个维度及SSRS总分得分高于男性青年教师,但差异均无统计学意义(P>0.05);女性青年教师在SSRS的客观支持维度1个维度得分低于男性青年教师,但差异无统计学意义(P>0.05)。在学位方面,具有博士学位的青年教师在SSRS的客观支持维度、主观支持维度2个维度及SSRS总分得分均高于具有硕士学位的青年教师,且在客观支持维度差异有统计学意义(P<0.05);具有博士学位的青年教师在SSRS的对支持的利用度维度1个维度得分低于具有硕士学位的青年教师,且差异有统计学意义(P<0.05)。在专业方面,思政专业青年教师在SSRS的3个维度及SSRS总分得分均为最高,而非临床教师在SSRS的3个维度及SSRS总分得分均为最低,且在对支持的利用度维度方面,与思政专业青年教师及临床专业青年教师之间的差异有统计学意义(P<0.05)。在职称方面,具有讲师职称的青年教师在SSRS的客观支持维度、主观支持维度2个维度及SSRS总分得分均为最低,在对支持的利用度维度1个维度得分最高;具有教授职称的青年教师在SSRS的客观支持维度、主观支持维度2个维度及SSRS总分得分均为最高,在对支持的利用度维度1个维度得分最低,但差异均无统计学意义(P>0.05)。结论医学院校青年教师的社会支持方面存在一定差异,尤其是不同学位及不同专业的青年教师之间,其社会支持方面的差异更大。

Objective To investigate the current situation of social support for young teachers in medical colleges, to provide some basis for helping young teachers to ease current professional pressures and carry out long-term career planning. Methods Using social support rating scale (SSRS)to investigate the social support of 203 young teachers in a medical college. Results In terms of gender, the score in subjective support dimension, supported use dimension and total score of SSRS of female young teachers were all higher than those of males, but all the differences has no statistically significant ( P >0.05). The score in objective support dimension of female young teachers were lower than those of males, but the differences has no statistically significant ( P >0.05). In terms of degree, the score in objective support dimension, subjective support dimension and total score of SSRS of young teachers with Ph.D. were all higher than these of young teachers with master's degree, and the differences in objective support dimensions has statistically significant ( P <0.05). The score in supported use dimension of young teachers with Ph.D. were lower than these of young teachers with master's degree, and the differences has statistically significant ( P <0.05). In terms of professionalism, the young teachers of ideological and political majors have the highest scores in the three dimensions of SSRS and the total scores of SSRS. The non-clinical teachers have the lowest scores in the three dimensions of SSRS and the scores of SSRS, and the differences in supported use dimension between young teachers of ideological and political majors and non-clinical teachers has statistically significant ( P <0.05). In terms of professional titles, young teachers with lecturer titles have the lowest scores in objective support dimension, subjective support dimension and total scores of SSRS, and the highest score in supported use dimension of SSRS, young teachers with professor titles have the highest scores in objective support dimension, subjective support dimension and total scores of the SSRS, and the lowest score in supported use dimension, but all the differences has no statistically significant ( P >0.05). Conclusion There are some differences in the social support of young teachers in medical colleges, especially among young teachers of different degrees and different majors.