特困地区中学教师心理资本与总体幸福感的关系

Relationship between the psychological capital and the overall well-being among high school teachers in destitute areas

目的研究特困地区中学教师的心理资本对其总体幸福感的影响,为教育深度扶贫工作提供参考。方法抽取秦巴山区连片特困地区川东北中学的教师共330名作为研究对象,进行心理资本量表和总体幸福感量表测评。结果高中教师的总体幸福感量表得分与初中教师比较,差异无统计学意义(P>0.05)。高中教师的心理资本量表总分及自我效能感、希望、韧性、乐观维度得分分别为(106.47±13.62)分、(28.41±4.55)分、(27.22±4.85)分、(25.47±3.62)分及(25.38±4.12)分,分别高于初中教师的(100.85±11.45)分、(26.65±4.32)分、(25.97±4.15)分、(24.18±3.02)分及(24.06±3.12)分(P<0.05)。男性教师的总体幸福感量表得分为(94.48±5.81)分,低于女性教师的(96.17±6.19)分(P<0.05)。男性教师的自我效能感及乐观维度得分分别为(28.17±4.10)分及(24.24±3.75)分,女性教师的自我效能感及乐观维度得分分别为(26.33±4.96)分及(25.50±3.47)分,二者比较,差异均有统计学意义(P<0.05)。相关性分析结果发现,总体幸福感、心理资本及其各维度之间均呈正相关(P<0.01)。以总体幸福感为因变量,以心理资本及其各维度为自变量,进行线性回归分析,结果显示:心理资本及其自我效能感、希望维度均为总体幸福感的影响因素(P<0.05),其中心理资本(Beta=0.376)、自我效能感(Beta=0.157)和希望(Beta=0.173)对总体幸福感的影响较为明显。结论应继续加大对特困地区教育的扶贫力度,要特别重视该地区教师的职业倦怠问题,尤其要重视男性教师职业发展期望的实现和工作家庭冲突的及时化解。

Objective To study the influence of the psychological capital of high school teachers in the destitute areas on their overall well-being,and provide reference for the work of in-depth poverty alleviation.Methods A total of 330 high school teachers from the contiguous destitute areas of the Qinba Mountains in northeast Sichuan were selected as subjects of research and underwent the tests of psychological capital scale and overall well-being scale(GWB).Results There was no significant difference in the GWB scores of senior high school teachers compared with junior high school teachers(P>0.05).The total score of the psychological capital scale and the scores of self-efficacy,hope,resilience and optimism of senior high school teachers were(106.47±13.62),(28.41±4.55),(27.22±4.85),(25.47±3.62)and(25.38±4.12),respectively,all higher than those of junior high school teachers,which were(100.85±11.45),(26.65±4.32),(25.97±4.15),(24.18±3.02),and(24.06±3.12)points,respectively(P<0.05).The GWB score of male teachers was(94.48±5.81)points,lower than(96.17±6.19)of female teachers(P<0.05).The scores of self-efficacy and optimism of male teachers were(28.17±4.10)and(24.24±3.75)respectively,The scores of female were(26.33±4.96)and(25.50±3.47),respectively,and the difference was statistically significant(P<0.05).Correlation analysis showed that there was a positive correlation between overall well-being,psychological capital scale and all of its dimensions(P<0.01).Linear regression analysis was conducted with the overall well-being as the dependent variable and psychological capital and its dimensions as the independent variables.The results showed that psychological capital and the dimensions of self-efficacy and hope were the influencing factors of overall well-being(P<0.05).Among them,psychological capital(Beta=0.376),self-efficacy(Beta=0.157)and hope(Beta=0.173)have a significant impact on overall well-being.Conclusion It is necessary to continue to increase poverty alleviation for education in destitute areas.Special attention should be paid to the problem of job burnout of teachers in said areas.In particular,it is necessary to pay attention to the realization of male teachers′career development expectations and timely resolution of work-family conflicts.