A Study on the Improvement of Mental Health Status of Teachers’ Occupational Stress and Chronic Anxiety under Aerobic Exercise Alternative Activities

The purpose of this study is to observe the occupational stress and chronic anxiety of college teachers and to carry out alternate activities of aerobic exercise to improve their mental health,the participants are 214 teachers from three universities in Yunnan Province,China.The results show that before the experiment,the overall situation of college teachers’occupational stress and chronic anxiety is at a high level,while after the experiment,the occupational stress and chronic anxiety of college teachers are significantly relieved.In terms of gender,male teachers have higher occupational stress and chronic anxiety than female teachers before the experiment,and both have a good alleviating effect after the experiment.In terms of length of teaching,teachers with teaching experience of 1–5 years before the experiment have the highest levels of occupational stress and chronic anxiety,followed by teachers with 6–10 years,and finally teachers with more than 10 years.After the experiment,the occupational stress and chronic anxiety of teachers in the three length of teaching groups are significantly reduced to the medium level.In terms of professional titles,the teachers with the titles of teaching assistant and lecturer before the experiment have higher occupational stress and chronic anxiety than those with the titles of associate professor and professor.After the experiment,both of them are significantly reduced to the medium level.Therefore,the impact of aerobic exercise alternate activities on college teachers has a positive improvement effect,which can effectively promote the mental health of college teachers and alleviate the negative situation at work.

Survey and Analysis on the Status Quo of Occupational Risk Perception of Teachers in Public Vocational Colleges in an Underdeveloped Area

This paper selects the teachers of public higher vocational college(College A)in underdeveloped areas to participate in the analysis,and conducts a questionnaire survey using the occupational risk perception questionnaire of higher vocational teachers.A total of 223 higher vocational teachers were selected to participate in the survey in order to understand the status quo of occupational risk perception of higher vocational teachers.The survey results show that the Cronbach’sαcoefficient of occupational risk perception scale for higher vocational teachers is 0.846,and the Kaiser-Meyer-Olkin(KMO)is 0.871.The education legal liability risk,workload risk,and career development risk are the highest average occupational risk perception of higher vocational teachers.In conclusion,the occupational risk perception scale of higher vocational teachers compiled in this study has good reliability and validity.The occupational risk perceived by teachers in public higher vocational colleges is relatively high.

Factors influencing the occupational well-being of experienced nurses

Objectives:To determine the factors influencing the occupational well-being of experienced nurses.Methods:We interviewed eight experienced nurses using an exploratory,semi-structured interview.Results:The interviews revealed five themes that influenced occupational well-being in experienced nurses:(1)external occupational recognition;(2)internal career expectation and occupational value;(3)workenvironment;(4)family support;and(5)occupationalplanningand payment.When the nurses were not recognized by patients or clients,their family,colleague and leaders,their well-being was negatively impacted.However,the harmonious work environments and friendly interpersonal relationships positively impacted their well-being.Conclusion:By identifying the factors that contribute to a nurse's occupational well-being,the nursing management is better able to address the nurse's needs to maintain a positive well-being.This in turn will decrease the burnout and increase retention of experienced nurses,which will raise the quality of patient care.

Occupational stress and its related factors among university teachers in Japan

The purpose of this research was to investigate occupational stress and its related factors among university teachers in Japan. Questionnaire surveys were mailed to 924 university teachers in Japan with a response rate of 43.8%, N = 405. The General Health Questionnaire 28 (GHQ-28), Multidimensional Scale of Perceived Social Support (MSPSS), short Japanese version of brief Coping Orientation to Problems Experienced (COPE) and the Work Situation Questionnaires (WSQ) developed by the authors were administered to participants. Results indicated that university teachers had some mental health problems in relation to gender, professional position, conditions of taking paid leave, job satisfaction, job control, social support, and coping skills. These findings provide evidence that in order to improve the mental health of university, teachers need to take their paid leave freely. It is important to keep high their job satisfaction levels, job control levels, and social support. The results also indicated that the ineffective coping styles lead to poor mental health. In addition, the findings identified the necessity for support of female teachers and younger lecturers, who had a greater tendency toward poor mental health.

Influence of Teachers’Occupational Stress on Anxiety by Using Cross-Media Teaching Method

This paper is to study the conditions of teachers’occupational stress and anxiety by using cross-media teaching method,and reveals the influence relationship between them.To this end,a questionnaire survey of 228 teachers using cross-media teaching method from 3 schools in Guangdong Province(China)was conducted.The conclu-sions are as follows:Teachers who use cross-media teaching method have high levels of occupational stress and anxiety,lack of leadership and administrative support,overloaded work,state anxiety and trait anxiety are all at a high level.Under general characteristics differences,gender does not constitute a factor causing occupational stress and anxiety of the teachers using cross-media teaching.With the increase in the use of cross-media teach-ing,teachers feel gradually increase of occupational stress and trait anxiety in more work tasks,and occupational stress and state anxiety shows ups and downs due to lack of school policy support.From the relationship between occupational stress and anxiety,occupational stress and sub-variables without leadership and administrative sup-port,overloaded work,relationships with colleagues,and relationships with parents are all positively correlates with anxiety and have significant positive effects.Thereinto,whether the influence of occupational stress sub-vari-able on anxiety,or the state anxiety and trait anxiety of the anxiety sub-variables,overloaded work and lack of leadership and administrative support have always been the key factors that cause anxiety.Therefore,if the school or the relevant organization provides appropriate support and assistance to cross-media teaching,or appropri-ately reduce heavy tasks of teachers in cross-media teaching,so as to relieve occupational press and anxiety of the teachers,create good teaching quality,and promote the development of teaching technology.

Analysis on Occupational Well-being Status and Influencing Factors of Medical Staff in Tuberculosis Departments

Objective:To investigate the status of occupational well-being of medical staff in tuberculosis department and analyze its influencing factors,so as to provide a basis for improving the occupational well-being of medical staff in tuberculosis department.Methods:In May 2020,we adopted the method of cluster sampling to select staff members from the tuberculosis departments of the Affiliated Hospital of Hebei University and infectious disease hospital.A total of 139 medical staff were recruited as the research subjects,and were investigated using medical staff occupational well-being scale.Results:The total score of occupational well-being was 76.4697 points,There were statistically significant differences(P<0.05)in occupational well-being score among tuberculosis medical staff with different age,years of work,job title,night shift,marital status,and occupational type.The influencing factors of occupational well-being were the night shift,years of work,occupational type,and marital status(P<0.05).Conclusion:The overall level of occupational well-being of tuberculosis medical staffs is moderate,and occupational well-being is affected by night shift,years of work,occupational type and marital status.It is recommended that managers take targeted measures to improve the occupational well-being of tuberculosis medical staff.

Relationship of Workaholism with Stress and Job Burnout of Elementary School Teachers

Teachers voluntarily devote a lot of time to their vocational activates. This can lead to workaholism and may result in stress and job burnout. The main objective of the current study is to examine the relationship of workaholism with stress and job burnout of elementary school teachers in Zahedan. This is a descriptive-correlational study. The sample includes 350 elementary school teachers in Zahedan whom are selected through applying stratified random sampling method and are examined using questionnaires on workaholism, occupational stress, and job burnout. To analyze the obtained data, correlation coefficient and simultaneous multiple regression analysis are applied using SPSS21. Teachers’ mean scores on workaholism, stress and job burnout are higher than the considered theoretical mean. Workaholism and its components (feeling of being driven to work, work involvement, and work enjoyment) are significantly and positively related to job burnout and occupational stress (p ). The results of simultaneous multiple regression analysis indicate that components of workaholism can predict teachers’ occupational stress and job burnout (p ). Considering the results, holding training courses for teachers to become familiar with the phenomena of workaholism, stress, and job burnout, individual and organizational outcomes, methods of dealing with them and managing them effectively is highly recommended.

A Study on the Relationship Among Nurses' Practice Environment, Safety Attitude, and Occupational Wellbeing

Objective:To investigate the status quo of nursing practice environment,nurses'safety attitude,and occupational well-being,as well as to explore the relationship among the three,so as to provide reference for formulating and implementing corresponding measures.Methods:A cross-sectional survey was conducted from October 2021 to December 2021.A total of 1,939 nurses from five tertiary hospitals in a city were surveyed using the Nurses5 Practice Environment Assessment Scale,Safety Attitudes Questionnaire,and Medical WorkersJ Occupational Wellbeing Scale.The data were analyzed using SPSS 22.0.Results:The total score of nurses5 practice environment was 68.81±27.79 points,which is at a relatively general level;the total score of nurses'safety attitude was 111.28±14.38 points,which is at a moderate level;and the total score of occupational well-being was 62.43±28.17 points,which is relatively high.There was a significant positive correlation between nurses'practice environment and their safety attitudes and occupational well-being(p<0.05).Conclusion:Nurses are the main human resources in hospitals,and their practice environment is closely related to patient safety and their work enthusiasm.An unhealthy practice environment not only affects the quality of care,which leads to patient safety issues,but also their job satisfaction.Nurse managers are encouraged to implement targeted interventions in advance to improve nurses,practice environment,strengthen safety attitudes,and enhance the professional wellbeing of nurses.

凉山彝族自治州中小学组织气氛与教师留任意愿的关系:一个链式中介模型

教师留得住、教得好是巩固脱贫攻坚成果,推进乡村振兴、实现教育现代化的重要因素。本研究拟在考察学校组织气氛与凉山州教师留任意愿关系的基础上,探究教师教学效能感、教师职业压力的多重中介作用。本研究采用解释性时序设计,先采用《学校组织气氛描述问卷》、《教师教学效能感量表》、《中小学教师职业压力问卷》和《员工留任量表》对凉山州6005名当地中小学教师进行了施测,在分析问卷调查数据后,又访谈了6名教师。结果表明:(1)凉山彝族自治州中小学的学校组织气氛对教师留任意愿有显著正向预测作用;(2)教师教学效能感和职业压力在学校组织气氛和教师留任意愿之间起显著的中介作用,存在三条中介路径:一是教师教学效能感的单独中介作用,二是教师职业压力的单独中介作用,三是教师教学效能感和职业压力的链式中介作用。研究表明当地教育部门应重视学校组织气氛的建设,从而提升教师教学效能感,降低教师的压力,以增加他们的留任意愿。

河北省中小学体育教师职业倦怠成因及纾解路径研究

近年来,受到社会、家庭、经济等诸多因素的影响,中小学体育教师职业倦怠呈现上升趋势,并且影响到其工作效率。研究结果表明中小学体育教师普遍存在职业倦怠心理,其中男性教师占比较多,并且年龄越大、学历越高倦怠程度越高。薪资待遇、晋升机会、规章制度、领导支持与社会认同是中小学体育教师职业倦怠的成因。今后应积极关注教师心理状态,出台帮扶政策;完善考核制度,提供培训与晋升机会;提高教师的薪资待遇水平;提升社会责任感,树立良好教育观、价值观。

师徒制对缓解高职院校高年资教师职业倦怠的影响机制研究

高年资教师是我国高职院校教师队伍的中流砥柱,然而“躺平(职业倦怠)”亦成为阻碍其进一步推动我国高等职业教育事业高质量发展的重要因素。本研究基于社会交换理论,以我国高职院校99对高年资教师与青年教师为对象,展开了为期5天的调查研究。结果发现:(1)师徒制存在“师—徒”间的双向增益机制;(2)师徒制能够通过知识重组路径抑制高年资教师职业倦怠的滋生,同时,指导成效是干预这一效果的重要边界条件。在此基础上,本研究通过组态分析提出了“专业资本导向型”与“心理资本导向型”两种基于师徒制的高年资教师职业倦怠应对方案,进而建议相关院校加大对师徒制的资源投入力度,赋予该制度一定的灵活性,以期从根源上解决高年资教师的职业倦怠问题。

幼儿园教师情绪智力与职业幸福感的关系:工作投入的中介作用

为探讨幼儿园教师情绪智力与工作投入与其职业幸福感的关系,以河北省各市1874名幼儿园教师为对象开展问卷调查。结果发现,幼儿园教师的职业幸福感整体呈中等偏上水平。其中,人口学变量方面的具体特点为:教龄越长,幼儿园教师的职业幸福感得分越高;随着教育水平的提高,幼儿园教师的职业幸福感有所下降;收入和编制只能影响幼儿园教师职业幸福感的某些方面;配班教师和园长的职业幸福感显著高于主班教师和年级组长;农村幼儿园教师职业幸福感最高,其次是城市和区县幼儿园教师;示范幼儿园教师职业幸福感显著高于一、二、三级幼儿园教师。幼儿园教师的职业幸福感、情绪智力以及工作投入之间均呈显著正相关关系,情绪智力中的情绪管理、情绪运用和他人情绪评估3个维度都能十分显著地正向预测其职业幸福感;工作投入在情绪智力和职业幸福感之间起部分中介作用。为了更好地提升幼儿园教师的幸福感,应当关注他们的薪资待遇,确保他们得到应有的回报;应当公平对待幼儿园教师并为他们提供培训机会;同时应注意均衡幼儿园教师的工作投入,提高其职业幸福感水平。

ERG理论视角下高职院校“90后”教师职业压力的成因与对策研究

“90后”青年教师是高校教师队伍的新生力量,是学校可持续发展的主力军,他们的身心健康直接影响着高等职业教育事业的发展。文章根据奥尔德弗的ERG理论,从人的三种核心需求出发,研究高职院校“90后”教师职业压力的形成原因、主要特征和表现形式,并从新的理论视角就“90后”教师职业压力的应对策略进行研究,旨在缓解“90后”教师职业压力,助力青年教师健康成长。

数字化转型背景下乡村教师职业焦虑纾解研究

数字化转型是教育走向更加公平、实现全民终身学习的必要准备和途径,但也会引发乡村教师职业焦虑。数字化转型背景下乡村教师职业焦虑的表征主要包括:乡村教师数字化适应压力较大,技术排斥现象明显;人机融合困难,乡村教师社交关系发展面临失衡危机;优质数字资源紧张,乡村教师收入结构缺乏合理保障;非教学任务繁杂,乡村教师陷入沉重的工作负担。数字化转型背景下乡村教师职业焦虑的诱因主要涉及政策支持、学校治理、教学环境和技术感知4个方面。其纾解之道在于:完善权益保障机制,构建面向数字创新的乡村教师发展制度;立足新型数字治理空间,优化乡村教师多元社交身份体验;营造基于大数据的数字资源共享平台,促进乡村教师技术适应;重塑乡村教师的工作时空,合理关照基于教学秩序的时间伦理。

北京市中小学教师职业紧张现状及其影响因素分析

目的 了解北京市中小学教师职业紧张现状,探讨其影响因素,为缓解中小学教师职业紧张、保护和促进其身心健康提供依据。方法 使用多阶段、PPS抽样法和分层整群随机抽样的方式,选取北京市8个辖区29所学校的中小学教师作为研究对象。结果 本次共调查北京市中小学教师2 143人,职业紧张者占16.66%,其中轻度职业紧张者10.27%(220/2 143)、中度职业紧张者3.87%(83/2 143)、重度职业紧张者2.52%(54/2 143)。职业紧张得分为(41.74±8.30)分,其中不同维度得分为社会支持均分(20.14±3.73)分,组织与回报均分(11.81±3.87)分,要求与付出均分(13.45±3.56)分,自主性均分(5.38±1.73)分。多因素logistic回归分析结果显示,不同月均收入和周工作时间的中小学教师职业紧张检出率差异有统计学意义(P均<0.05)。与税后月均收入≥11 000元相比,税后月均收入<9 000元(OR=1.588,95%CI:1.144~2.205)、税后月均收入9 000~<11 000(OR=1.562,95%CI:1.138~2.144)是中小学教师检出职业紧张的危险因素(P均<0.05);与周工作时间≤40 h比较,周工作时间49~<55 h(OR=2.552,95%CI:1.671~3.898)、周工作时间≥55 h(OR=3.502,95%CI:2.341~5.241)是中小学教师检出职业紧张的危险因素(P均<0.05)。结论 北京市中小学教师存在不同程度的职业紧张问题且主要是轻度职业紧张,月均收入水平、周工作时间超过48 h是北京市中小学教师职业紧张的主要危险因素。

“公费师范生”入职后的职业幸福感——基于全国四大地区3400名教师的调查

公费师范生入职后的职业幸福感水平关系教师专业发展和教育质量提升。基于全国四大地区3400名公费师范生教师的职业幸福感问卷调查发现:公费师范生教师的职业幸福感水平不高;不同地区、学段、学校所在地的公费师范生教师的职业幸福感水平存在差异。研究还发现,职业信念、专业发展共同体、工作强度、社会地位等是影响公费师范生教师职业幸福感的主要因素。为了提升公费师范生教师的职业幸福感,应以强化职业信念为根本,多措并举提升公费师范生教师的职业幸福感水平;改善西部地区公费师范生教师的生存境遇,缩小职业幸福感的地区差异;加减并重,提高初中公费师范生教师的职业幸福感水平;改善社会环境,提升城市学校公费师范生教师的职业幸福感。

个人-组织匹配与幼儿教师职业倦怠的关系:有调节的中介模型

为了探讨个人-组织匹配与幼儿教师职业倦怠之间的关系,本研究采用个人-组织匹配量表、教师职业倦怠量表、职业适应量表和心理弹性量表对1127名在职幼儿教师进行测试。结果表明:个人-组织匹配、职业适应和幼儿教师职业倦怠水平彼此之间显著性相关;个人-组织匹配可以显著预测幼儿教师职业倦怠水平;个人-组织匹配可以通过职业适应的中介作用预测幼儿教师职业倦怠向水平;心理弹性在个人-组织匹配对职业适应和职业倦怠的路径上具有显著的调节作用。因此,职业适应和心理弹性在个人-组织匹配与幼儿教师职业倦怠之间起到有调节的中介作用。

冲破世俗偏见:职业性别隔离视域下男性幼儿体育教师工作现状与职业发展研究

幼儿教师是职业性别隔离问题出现的重点职业,但随着越来越多的男性体育教师加入幼儿教师行列,职业性别隔离正在被打破。然而,男性幼儿体育教师在幼儿教育工作和职业发展中却遭遇了诸多问题,为了深入了解并帮助男性幼儿体育教师化解职业性别隔离问题,研究采用以访谈为主的质性研究方法,对来自我国5个省市的12名幼儿园男性体育教师进行了深度访谈,研究发现:男性体育教师进入幼儿园是新时代幼儿教育的要求,他们是冲破幼教行业职业性别隔离的先行者,加强优化男性幼儿体育教师工作环境是促进其工作稳定性和推进我国幼儿体育教育事业发展的关键。

中小学教师职业压力与职业倦怠相关性研究

教师职业压力和职业倦怠会降低教师的教学热情从而进一步影响教育质量的提升。通过对390名中小学教师的调查发现:中小学教师的职业压力位于中等偏高水平,其中社会背景和学业考试压力较高;职业倦怠属中等水平,其中情绪衰竭得分偏高,低成就感其次,去人性化倾向得分较低,三因子间存在两两显著差异;性别、年龄、任教学科和职称显著影响教师的职业倦怠;教师职业压力和职业倦怠各因子之间存在多种复杂的因果关系,各因子的影响程度和影响路径各不相同;社会背景对职业倦怠各因子的预测比较微弱,各因子对低成就感因子的影响比较微弱,职业发展是教师职业倦怠最重要的影响因素。为此要从积极回应教师职业发展诉求、推动教育共同体融合发展、优化学业评价标准和助力教师心理服务体系建设入手,着力改善中小学教师的职业压力和职业倦怠现状。

我国教师情感劳动研究的逻辑理路与发展向度

教师情感劳动是教师情感的实践呈现,是衡量教师职业健康的关键因素。自20世纪80年代至今,我国教师情感劳动研究经历了孕育萌芽、探索发展、拓展创新3个阶段,最终实现了由单向借鉴到本土创新的转变。当前,教师情感劳动研究在理论建设、实践引领方面逐渐完善,建立了较为系统的教师情感劳动测量机制,已成为教育学中稳定且独立的重点研究领域。我国教师情感劳动研究的逻辑理路体现为:在研究取向上,从关注教师“抽象角色”向“具象角色”转变;在价值主线上,揭示自然情感与道德情感的张力;在研究范式上,注重科学主义与人文主义相结合。展望未来,我国的教师情感劳动研究要注重凸显研究的本土价值,突出研究的学科优势,重视探究教师情感劳动的理论与实践问题,注重落实立德树人根本任务,构建具有中国特色的教师情感劳动研究话语体系,助力新时代教师情感劳动研究更好地服务教学实践与教育管理,提升教师职业幸福感,深入推进新时代高素质专业化创新型教师队伍建设。