To explore the impact of teacher training on the professional identity of primary and secondary school mental health teachers, this study conducted a half-month professional development training program to 54 primary ...To explore the impact of teacher training on the professional identity of primary and secondary school mental health teachers, this study conducted a half-month professional development training program to 54 primary and secondary school mental health teachers, and performed measurement on the professional identity of the teachers in the experimental group and the control group with “Teachers’ Professional Identity Questionnaire”. The result shows that after the training there is a significant improvement in the professional identity of the teachers in the experimental group, and the teachers’ scores on the four dimensions of profession identity: the sense of role, the professional behavioral tendency, the occupational values, and the sense of belonging, all increased significantly. This indicates that the curriculum intervention for the primary and secondary school mental health teachers could effectively improve the teachers’ professional identity.展开更多
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...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.展开更多
The aim of this study was to determine the relationship between general health and job burnout of male and female high school teachers in Zabol. The research followed a cross-correlational method. The statistical popu...The aim of this study was to determine the relationship between general health and job burnout of male and female high school teachers in Zabol. The research followed a cross-correlational method. The statistical population included all male and female high school teachers in the academic year 2014 in Zabol. In this study, considering participants’ gender, stratified random sampling method was used. Data collecting was performed through applying the Maslach’s Burnout Inventory and General Health Questionnaire (GHQ-28). The content validity was checked and alpha coefficients for the variables of general health and job burnout were 0.92 and 0.81, respectively. In this research study, Pearson correlation coefficient, regression analysis, and independent t-test were conducted to analyze the hypotheses using SPSS v.21. Results revealed that general health and its dimensions were significantly and positively correlated with job burnout of male and female high school teachers in Zabol. Additionally, emotional exhaustion and depersonalization were significantly and negatively related to general health. Regarding the priority of the predictor variables of teachers’ general health, in the first step, emotional exhaustion, in the second step, depersonalization and in the third step, lack of personal accomplishment entered into the prediction model, these three variables together predicted 21% of variations in general health. Moreover, general health and job burnout were not significantly correlated in terms of gender.展开更多
This is an experimental study conducted on two groups of control and experimental using pretestposttest design, applying psychological intervention on the study sample. The present study aimed to determine the effecti...This is an experimental study conducted on two groups of control and experimental using pretestposttest design, applying psychological intervention on the study sample. The present study aimed to determine the effectiveness of collective education life skills on mental health and resilience of teachers in Zahedan. The population of the study included all teachers at schools with normal students and teachers at schools with exceptional students in Zahedan, among which 60 teachers at normal schools and 20 teachers at exceptional schools were selected and placed in two groups of experimental and control, respectively. Initially, members of the experimental group were taught 10 basic life skills in 10 2-hour sessions. Mental health and resilience questionnaires were distributed and gathered before and after the training sessions. Results indicated the positive effect of life skills training on mental health of teachers at schools with normal students and teachers at schools with exceptional students, which meant that the more the life skills training to teachers at schools with normal students and teachers at schools with exceptional students, the lower their mental health scores would be. Results also indicated the positive effect of life skills training on resilience of teachers at schools with normal students and teachers at schools with exceptional students, which meant that the more the life skills training to teachers at schools with normal students and teachers at schools with exceptional students, the higher their resilience scores would be.展开更多
Risk factors of the depression are the occupational stress. The mental health condition of university teachers who participate in the socialization of diverse students is an important issue;however, there are few stud...Risk factors of the depression are the occupational stress. The mental health condition of university teachers who participate in the socialization of diverse students is an important issue;however, there are few studies on depression among university teachers. The purpose of this study is to clarify Japanese university teachers’ depression status assessed by the Patient Health Questionnaire-9 and its influence factors: Japanese university teachers’ depression status depression status, personal background, job situation, social support, and stress coping behavior. The self-administered questionnaire survey was mailed to 924 university teachers in Japan, with a survey return rate of 43.8% (N = 405). A total of 342 surveys were completed and valid. The Patient Health Questionnaire 9 (PHQ-9), Multidimensional Scale of Perceived Social Support (MSPSS), the Japanese version of the Brief Coping Orientation to Problems Experienced (COPE) and the Work Situation Questionnaire (WSQ) were analyzed to clarify the depression status and its influence factors. Multivariate logistic regression analysis was used to examine factors related to the major depression. The subjects included 274 men (80.1%) and 68 women (19.9%), 105 professors (30.7%), 52 associate professors (15.2%), 53 lecturers (15.5%) and 132 assistants (38.6%). The subjects’ mean of age and teaching experiences were 44.1 ± 9.7 years, 15.6 ± 10.1 years. The mean PHQ score was 3.9 ± 4.1, and 307 subjects (89.8%) were 0 - 9 points and 35 subjects (10.2%) were over 10 points (10 points or over). For women [OR = 7.009, 95% CI 2.387 - 20.584;p < 0.001], religion [OR = 1.813, 95% CI 1.175 - 2.798;p = 0.007], self-blame [OR = 1.808, 95% CI 1.280 - 2.556;p = 0.001], substance use [OR = 1.453, 95% CI 1.103 - 1.913;p = 0.008] were risk factors of depression status. On the other hand, high job satisfaction level [OR = 0.945, 95% CI 0.921 - 0.969;p < 0.001], higher age [OR = 0.927, 95% CI 0.873 - 0.984;p =0.014], use of instrumental support [OR = 0.622, 95% CI 0.399 - 0.969;p = 0.036], and use of social support [OR = 0.588, 95% CI 0.376 - 0.921;p = 0.020] were factors that reduced the risk of depression. These findings suggested that in order to improve the depression status of university teachers, and to develop mental health measures for university faculty members based on such risk factors are necessary in the future.展开更多
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 rat...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.展开更多
文摘To explore the impact of teacher training on the professional identity of primary and secondary school mental health teachers, this study conducted a half-month professional development training program to 54 primary and secondary school mental health teachers, and performed measurement on the professional identity of the teachers in the experimental group and the control group with “Teachers’ Professional Identity Questionnaire”. The result shows that after the training there is a significant improvement in the professional identity of the teachers in the experimental group, and the teachers’ scores on the four dimensions of profession identity: the sense of role, the professional behavioral tendency, the occupational values, and the sense of belonging, all increased significantly. This indicates that the curriculum intervention for the primary and secondary school mental health teachers could effectively improve the teachers’ professional identity.
基金The work is received undertaking a project on lifelong education of Fujian Provincial Department of Education“Research on Human Recourses Development Path of Sports for the Elderly in Fujian under the Background of Healthy China”(Fund No.ZS20081)The work is received undertaking a project on lifelong education of Fujian Provincial Department of Education“Research on the innovative Development Mode of the Rural Elderly Education in Fujian under the Background of Rural Revitalization Strategy”(Fund No.ZS20071).
文摘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.
文摘The aim of this study was to determine the relationship between general health and job burnout of male and female high school teachers in Zabol. The research followed a cross-correlational method. The statistical population included all male and female high school teachers in the academic year 2014 in Zabol. In this study, considering participants’ gender, stratified random sampling method was used. Data collecting was performed through applying the Maslach’s Burnout Inventory and General Health Questionnaire (GHQ-28). The content validity was checked and alpha coefficients for the variables of general health and job burnout were 0.92 and 0.81, respectively. In this research study, Pearson correlation coefficient, regression analysis, and independent t-test were conducted to analyze the hypotheses using SPSS v.21. Results revealed that general health and its dimensions were significantly and positively correlated with job burnout of male and female high school teachers in Zabol. Additionally, emotional exhaustion and depersonalization were significantly and negatively related to general health. Regarding the priority of the predictor variables of teachers’ general health, in the first step, emotional exhaustion, in the second step, depersonalization and in the third step, lack of personal accomplishment entered into the prediction model, these three variables together predicted 21% of variations in general health. Moreover, general health and job burnout were not significantly correlated in terms of gender.
文摘This is an experimental study conducted on two groups of control and experimental using pretestposttest design, applying psychological intervention on the study sample. The present study aimed to determine the effectiveness of collective education life skills on mental health and resilience of teachers in Zahedan. The population of the study included all teachers at schools with normal students and teachers at schools with exceptional students in Zahedan, among which 60 teachers at normal schools and 20 teachers at exceptional schools were selected and placed in two groups of experimental and control, respectively. Initially, members of the experimental group were taught 10 basic life skills in 10 2-hour sessions. Mental health and resilience questionnaires were distributed and gathered before and after the training sessions. Results indicated the positive effect of life skills training on mental health of teachers at schools with normal students and teachers at schools with exceptional students, which meant that the more the life skills training to teachers at schools with normal students and teachers at schools with exceptional students, the lower their mental health scores would be. Results also indicated the positive effect of life skills training on resilience of teachers at schools with normal students and teachers at schools with exceptional students, which meant that the more the life skills training to teachers at schools with normal students and teachers at schools with exceptional students, the higher their resilience scores would be.
文摘Risk factors of the depression are the occupational stress. The mental health condition of university teachers who participate in the socialization of diverse students is an important issue;however, there are few studies on depression among university teachers. The purpose of this study is to clarify Japanese university teachers’ depression status assessed by the Patient Health Questionnaire-9 and its influence factors: Japanese university teachers’ depression status depression status, personal background, job situation, social support, and stress coping behavior. The self-administered questionnaire survey was mailed to 924 university teachers in Japan, with a survey return rate of 43.8% (N = 405). A total of 342 surveys were completed and valid. The Patient Health Questionnaire 9 (PHQ-9), Multidimensional Scale of Perceived Social Support (MSPSS), the Japanese version of the Brief Coping Orientation to Problems Experienced (COPE) and the Work Situation Questionnaire (WSQ) were analyzed to clarify the depression status and its influence factors. Multivariate logistic regression analysis was used to examine factors related to the major depression. The subjects included 274 men (80.1%) and 68 women (19.9%), 105 professors (30.7%), 52 associate professors (15.2%), 53 lecturers (15.5%) and 132 assistants (38.6%). The subjects’ mean of age and teaching experiences were 44.1 ± 9.7 years, 15.6 ± 10.1 years. The mean PHQ score was 3.9 ± 4.1, and 307 subjects (89.8%) were 0 - 9 points and 35 subjects (10.2%) were over 10 points (10 points or over). For women [OR = 7.009, 95% CI 2.387 - 20.584;p < 0.001], religion [OR = 1.813, 95% CI 1.175 - 2.798;p = 0.007], self-blame [OR = 1.808, 95% CI 1.280 - 2.556;p = 0.001], substance use [OR = 1.453, 95% CI 1.103 - 1.913;p = 0.008] were risk factors of depression status. On the other hand, high job satisfaction level [OR = 0.945, 95% CI 0.921 - 0.969;p < 0.001], higher age [OR = 0.927, 95% CI 0.873 - 0.984;p =0.014], use of instrumental support [OR = 0.622, 95% CI 0.399 - 0.969;p = 0.036], and use of social support [OR = 0.588, 95% CI 0.376 - 0.921;p = 0.020] were factors that reduced the risk of depression. These findings suggested that in order to improve the depression status of university teachers, and to develop mental health measures for university faculty members based on such risk factors are necessary in the future.
文摘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.
