广西中学教师工作家庭冲突与职业倦怠的关系分析

An Analysis on the Relationship Between Work-family Conflict and Job Burnout of Secondary School Teachers in Guangxi

目的分析广西中学教师的工作家庭冲突与职业倦怠之间的关系,为预防和减少中学教师职业倦怠提供理论依据。方法随机抽取广西区内38所中学的713位教师,采用教师工作家庭冲突量表和教师职业倦怠问卷进行调查。结果教师工作家庭冲突与职业倦怠在性别上没有统计学差异(P>0.05),不同年龄组的教师在工作家庭冲突各维度及职业倦怠各维度之间的比较,各年龄组工作干涉家庭冲突(WIF)行为方式、家庭干涉工作(FIW)行为方式、FIW心理资源和情绪倦怠有显著差异(P<0.05)。相关分析发现:各维度与个人成就感呈负相关,与情绪衰竭和去个性化均呈正相关。结论广西中学教师工作干涉家庭冲突大于家庭干涉工作冲突,工作家庭冲突各因子与职业倦怠各因子间有密切关系。

Objective to analyze the relationship between work-family conflict and job burnout of secondary school teachers in Guangxi, so as to provide a theoretical basis for the prevention and reduction of job burnout. Methods A total of 713 secondary school teachers randomly selected in 38 secondary schools were surveyed by using Work-family Conflict Scale for Teachers and Maslach Burnout Questionnaire(MBI). Results There were no sex differences in work-family conflict and job burnout(P>0.05), the differences of different age groups for each dimension of work-family conflict and job burnout, behavioral pattern of Work Interference with Family(WIF), behavioral pattern of Family Interference with Work(FIW), psychological resources of FIW, and emotional exhaustion were significantly significant(P <0.05). The correlation analysis showed that negative correlations between all dimensions and personal accomplishment, and the positive correlations between all dimensions and emotional exhaustion as well as depersonalization. Conclusion The results of investigation show that WIF conflict is greater than the FIW conflict in secondary school teachers of Guangxi, there are closely related between factors of work-family conflict and factors of job burnout.