中小学教师怎样主动降低工作压力感和工作倦怠——职业认同与生命意义的积极作用

How Primary and Secondary School Teachers Proactively Reduce Work Stress and Work Burnout:The Positive Role of Occupational Identity and Meaning in Life

开发成长型心理资源是增强教师职业心理健康自主治理主动性的重要途径。运用教师职业认同感量表、生命意义感问卷、中小学教师工作压力量表、工作倦怠量表对569名中小学教师进行调查,考察职业认同和生命意义这两个成长型心理资源在降低教师工作中压力感和倦怠的积极作用。结果发现:教师工作倦怠问题有所改善但仍然严重,人格解体等倦怠现象突出;职业认同除了可以直接显著减低教师工作中的压力感和倦怠,还可以通过显著增加拥有生命意义来降低压力感从而降低职业倦怠。为此,教育管理部门和学校应为教师的职业认同和生命意义等成长型心理资源的发展创造条件,增强教师职业心理健康自主治理的主动性,从而降低教师的职业压力感,积极预防教师的职业倦怠。

Developing growth-oriented psychological resources is an important way to enhance teachers′initiative in occupational mental health self-governance.By using the teachers′occupational identity scale,the meaning-in-life questionnaire,the primary-and-secondary-school teacher work stress scale and work burnout scale,a survey has been conducted among 569 primary and secondary school teachers to examine the positive effects of the two growth-oriented psychological resources of the occupational identity and meaning in life,in reducing teachers′work stress and burnout.The results show that the problem of teachers′work burnout has been partly solved but it is still serious,and the phenomenon of burnout,such as depersonalization,is prominent;and that occupational identity can not only directly and significantly reduce the sense of stress and burnout in teachers′work,but also significantly increase their sense of meaning in life to reduce stress and thus reduce occupational burnout.Therefore,educational management departments and schools should create conditions for the development of the growth-oriented psychological resources such as teachers′occupational identity and meaning in life,and enhance teachers′initiative in occupational mental health self-governance,so as to reduce teachers′work stress and actively prevent teachers′work burnout.