特殊教育教师的职业压力与情绪应对策略研究

Occupational Pressure and Emotion-Based Coping Strategies for Special Education Teachers

以419名特殊教育教师为研究对象,采用特殊教育教师职业压力问卷和情绪应对策略问卷,探讨特殊教育教师的职业压力和情绪应对策略的特点及其关系。结果表明:(1)特殊教育教师的职业压力主要来自于学生管教,在性别、所在地和学生障碍程度上存在显著差异;(2)特殊教育教师所使用的情绪应对策略中,接受事实策略用得最多,自我宣泄策略用得最少,在性别和有无子女上存在显著差异;(3)自我宣泄、情绪加工和接受事实策略对职业压力的影响是正向的,而乐观重评和支持性倾诉策略对职业压力的影响是负向的,表明这两种情绪应对策略有助于特殊教育教师减轻职业压力。应对特殊教育教师职业压力的相关建议也被提出。

In order to explore the characteristics and relationship between occupationalstressand emotion-based coping strategies in special education teachers,419 special education teachers were tested with Occupational Stress Question naire and Emotion-based Coping Strategies Questionnaire for Special Education Teachers in this study.The results indicated that:(1)The occupational stress of special education teachers had a lower-middle level,in which the greatest stress came from student management,and there were significant differences in gender,educational background,location and severity of handicaps;(2)The emotion-based coping strategies were used by special education teachers at a middle level,among which the accepting facts strategy was used most frequently,and the self-venting strategy was used least.There were significant differences in genderand having children or not;(3)Different emotion-based coping strategies had different effects on occupationalstress of special education teachers,in which the influence of self-venting,emotional processing and accepting facts strategie son occupational stress was positive,while the influence ofoptimistic reappraisal and supportive pouring outstrategies on occupational stress was negative.Therefore,emotion-based coping strategies of optimistic reappraisal and supportive pouring out can help special education teachers to reduce occupational stress.Relevant suggestions to cope with the occupational stress of special education teachers have also been put forward.