四川文理学院教师职业倦怠的现状、成因及对策研究
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摘要
职业倦怠已成为近年来心理学研究的热点问题。作为职业倦怠的高发人群,教师的职业倦怠更是引入关注。本研究旨在通过对四川文理学院教师职业倦怠状况及倦怠影响因素的问卷调查,获得关于四川文理学院教师职业倦怠的第一手资料,并在收集大量数据资料的基础上,进行统计分析与理性思考,以弥补我国地方高校教师职业倦怠实证研究方面的不足.为达成上述目的,本研究采用台湾学者对Maslach针对教育工作者编制的教师职业倦怠问卷MBI—ES量表的修订基础上编制而成的问卷和自编的倦怠影响因素问卷对四川文理学院185名教师进行了调查研究。研究结果表明:
1.四川文理学院教师普遍存在职业倦怠现象(99.5%的教师有着不同程度的倦怠症状),但从总体上看,倦怠程度并不严重(严重倦怠者仅占0.5%),而且多表现在情绪衰竭和个人成就感降低两个维度上,去人性化现象不明显。
2.不同个人背景因素如性别、年龄、婚姻状况、课程性质、职称、学历、收入等对教师职业倦怠的各维度均有影响,尤其对情绪衰竭和个人成就感降低两方面影响比较显著.导致教师职业倦怠的主要原因有:社会因素、学校管理因素、教师专业发展因素、学生因素和人际关系因素等.
笔者根据研究结果,从社会支持、学校管理和教师自身的角度对缓解四川文理学院教师职业倦怠状况作了一些思考并提出了有效策略。
Occupational burnout has become a hot issue in respect of psychological research in recent years. As a high-risk population, the teacher's burnout is of great concern.
Through questionnaire survey from Sichuan college of Arts and science about its. occupational burnout and factors, the author aims to acquire first-hand information on the collection of data and information. and on the basis of statistical analysis and rational thinking. Its purpose of this paper is to make up for the university's occupational burnout empirical research deficiencies.
In order to achieve the above purpose, this study adopts Taiwan scholars's questionnaire on teachers' occupational burnout t MBI-ES on the basis of the revised questionnaire which compiled from the burnout and self questionnaire of factors by Sichuan college of Arts and science, whcih conducted a survey to 185 teachers:
The results show: first, burnout is a prevalent phenomenon in Sichuan college of Arts and Science (99.5% of the teachers have varying degrees of symptoms of burnout), but generally speaking, burnout level is not serious (severe burnout was only 0.5 per cent). More emotional performance is due to lack of personal accomplishment and failure to reduce two dimensions. The phenomenon of impersonality is not so obvious.
Second, the personal background of different factors such as gender, age, marital status, the nature of courses, job, education, income, and so on the various dimensions of occupational burnout affect,and particularly on the emotional exhaustion and personal accomplishment both influenced significantly. teachers occupational burnout attribute to two reasons: social factors, school management, teachers personal factors, students and interpersonal factors, and other factors,etc.the author made some reflection and put forward an effective strategy on Sichuan college of Arts and science's occupational burnout according to the findings of from social support, school management and teachers 's own perspective.
1.四川文理学院教师普遍存在职业倦怠现象(99.5%的教师有着不同程度的倦怠症状),但从总体上看,倦怠程度并不严重(严重倦怠者仅占0.5%),而且多表现在情绪衰竭和个人成就感降低两个维度上,去人性化现象不明显。
2.不同个人背景因素如性别、年龄、婚姻状况、课程性质、职称、学历、收入等对教师职业倦怠的各维度均有影响,尤其对情绪衰竭和个人成就感降低两方面影响比较显著.导致教师职业倦怠的主要原因有:社会因素、学校管理因素、教师专业发展因素、学生因素和人际关系因素等.
笔者根据研究结果,从社会支持、学校管理和教师自身的角度对缓解四川文理学院教师职业倦怠状况作了一些思考并提出了有效策略。
Occupational burnout has become a hot issue in respect of psychological research in recent years. As a high-risk population, the teacher's burnout is of great concern.
Through questionnaire survey from Sichuan college of Arts and science about its. occupational burnout and factors, the author aims to acquire first-hand information on the collection of data and information. and on the basis of statistical analysis and rational thinking. Its purpose of this paper is to make up for the university's occupational burnout empirical research deficiencies.
In order to achieve the above purpose, this study adopts Taiwan scholars's questionnaire on teachers' occupational burnout t MBI-ES on the basis of the revised questionnaire which compiled from the burnout and self questionnaire of factors by Sichuan college of Arts and science, whcih conducted a survey to 185 teachers:
The results show: first, burnout is a prevalent phenomenon in Sichuan college of Arts and Science (99.5% of the teachers have varying degrees of symptoms of burnout), but generally speaking, burnout level is not serious (severe burnout was only 0.5 per cent). More emotional performance is due to lack of personal accomplishment and failure to reduce two dimensions. The phenomenon of impersonality is not so obvious.
Second, the personal background of different factors such as gender, age, marital status, the nature of courses, job, education, income, and so on the various dimensions of occupational burnout affect,and particularly on the emotional exhaustion and personal accomplishment both influenced significantly. teachers occupational burnout attribute to two reasons: social factors, school management, teachers personal factors, students and interpersonal factors, and other factors,etc.the author made some reflection and put forward an effective strategy on Sichuan college of Arts and science's occupational burnout according to the findings of from social support, school management and teachers 's own perspective.
引文
[1][6][47]杨秀玉,杨秀梅.教师职业倦怠解析[J].外国教育研究,2002(2):56.
[2]Farber B A.Treatment strategies for different type of teacher burnout.Journal of Clinical Psychology,2000,56(5):675-689.
[3]李家年.教师职业倦怠问题探讨[J].广西社会科学,2003(10):71-73.
[4][14][17][19]王晓春,甘怡群.国外关于工作倦怠研究的现状述评[J].心理科学进展,2003,11(5):567-572.
[5]Maslach C,Jackso S E.The measurement of esperienced burnout Journal of Occupational Behabiour,1981,2:99-113.
[7]蓝秀华.教师的职业压力与职业倦怠[J].江西教育科研,2003(5):45-47.
[8]许燕,余中华,王芳.心理枯竭:当代中国教师的职业倦怠[J].中国教师,2003(3):5-6.
[9]徐富明,朱从书,邵来成.中小学教师的工作倦怠与其相关因素的关系研究[J].心理科学,2005,28(5):1240-1242.
[10]王祖莉.初中教师工作满意度的调查研究[J].当代教育科学,2003,(11):37-39.
[11][56]李江霞.国外教师职业倦怠理论对我国的启示[J].教育科学,2003(2):62.
[12][31]赵玉芬,毕重增.中学教师职业倦怠状况及影响因素的研究[J].心理发展与教育,2003(1):80-83.
[13]伍新春,曾玲娟,秦宪刚.中小学教师职业倦怠的现状及相关因素分析[J].心理与行为研究,2003,1(4):262-267.
[15]Van Dierendonck D,Schaufeil W B,Buunk B P.Inequity Amony Human Serviee professionals:Measurement and Relation to Burnout Basic and Applied Social Psychology,2001,18(4):429-451.
[16]Carell J F X,White W.Theory Buiiding:Intergrating Individual and Environmental FactorsWithin an Ecological Framework.In:Paine W S ed.Job Stress and Burnout:re-search,theory and intervention perspectives.Beverly Hills,CA:Sage,1982:41-60.
[18]Maslach.c,Schaufeli W B,Leiter M P.Job Burnout.Annual Review of Psychology,2001:397-422.
[20][21]Pines A M.Teacher Burnout:a psychodynamic existential perspective.School of Management,2002:122-140.
[22]沈杰,郑全全.中学教师自我效能感与职业倦怠关系研究[J].教育研究与实验,2005,(2):362-365.
[23]Will.G.Evers,Andre Brouwers and Welko Tomic.Burnout and Self-efficacy:A study on teachers' beliefs when implementing an innovative educational system in the Netherlands.British Journal of Educational psychology,2002,72:227-243.
[24]Chwalisz K,Altmaier EM&Russen D W.Causal attributions self-efficacy cogntions,and coping with stress.Journal of social omd' Clinical psychology,1992,11(4):377-400.
[25]Maslach.c,Schaufeli W B,Leiter M P.Job Burnout Annual Review of Psychology,2001:397-422.
[26]Hendrix W H,Summers T P,leap T L,Steel R P.Antecedents and organizational effictiveness outcomes of employee stress and health in:Crandall R,Perrewe P L eds Occuational stress:a Handbook.Taylor&Framcis Washing ton D C,1995:28-113.
[27]林美龄.教育改革、教师倦怠与报酬.高雄:高雄复文图书出版社,2001:121-124.
[28]王芳,许燕.中小学教师职业枯竭现状及其与社会支持的关系[J].心理学报,2004,36 (5):568-574.
[29]Cordes C L,Dougherty T W.Areview and om Intergration of Research on Job Burnout Academy of Management Review.1993,18:621-656.
[30]王芳,许燕.中小学教师职业枯竭及其与社会支持的关系[D].北京师范大学硕士论文,导师:许燕,2003.
[32]梁慧娟,冯晓霞.北京市幼儿教师职业倦怠的状况及成因研究[J].学前教育研究,2004(5):33.
[33]刘晓明.职业压力、教学效能感与中小学教师职业倦怠的关系[J].心理发展与教育,2004(2):56-61.
[34]王国香,刘长江,伍新春.教师职业倦怠量表的修编[J].心理发展与教育,2003(3):82-86.
[35]徐富明,吉峰,钞秋玲.中小学教师职业倦怠问卷的编制及信效度检验[J].中国临床心理学杂志,2004(1):313-315.
[36]唐芳贵,蒋莉,肖志成.国外教师职业倦怠研究述评[J].教育与职业,2005(5):65-67.
[37]梁津安,赵伯飞.大学教师群体“工作倦怠”的心理根源与对策[J].经济师,2005(5):61-62.
[38]单玉.高校“两课”教师职业倦怠分析及其对策[J].江苏高教,2004(2):70-72.
[39]徐富明,安连义,牛芳.中小学教师职业倦怠与职业压力应对策略研究[J].中国学校卫生,2004(5):569-570.
[40]邵来成,高峰勤.中小学教师的职业倦怠现状及其与社会支持的关系研究[J].山东师范大学学报,2005(4):150-153.
[42]李永鑫,吴明证.工作倦怠的结构研究[J].心理科学,2005,28(2):454-457.
[43]张超,陈平雁,张小远.CHAID方法及其在高校教师职业倦怠感影响因素分析中的应用[J].第一军医大学学报,2003,23(12):1352-1354.
[44]薛文平.教师职业倦怠及其调适[J].天津教育,2005(1):1-3.
[45]张悦红.论教师职业倦怠[J].天水师范学院学报,2004(2):36-38.
[46]张济洲.论教师职业倦怠的成因及其对策[J].教学与管理,2004(3):20.杨秀玉,杨秀梅.教师职业倦怠解析[J].外国教育研究,2002(2):56.
[48]张月娟,王进礼,阎克乐.职业精疲力竭症的研究进展[J]冲华劳动卫生职业病杂志,
[49]王芳,许燕,蒋奖.职业枯竭的测量方法[J].心理科学进展,2005,13(6):814.
[50]张俊友.教师职业倦怠及其对策[J].教育理论与实践,2003(9):55-56.
[51]焦其文.教师的职业倦怠及对策[J].辽宁教育研究,2005(5):49-50.
[52]邬开东,王志曲.入职阶段教师职业倦怠探析[J].现代教育科学,2005(5):49-50.
[53]杨卫星,吕佳.教师工作倦怠与管理策略[J].河南师范大学学报,2005(2):162-165.
[54]杨秀玉,孙启林.教师的角色冲突与职业倦怠研究[J].外国教育研究,2004(9):9-13.
[55]杨巨芝.教师成功的大敌-职业倦怠[J].北京教育,2004(12):44-45.
[57]张勇,于跃.中小学教师工作倦怠的成因及其预防策略[J].教育探索,2002(11):96-98.
[58]倪海.自我效能感与职业发展[J].职业技术教育,2002(13):68-69.
[59]赵福,黄希庭.中学教师教学效能感特点及其与自我概念的相关研究[J].心理科学,2002,25(4):756-758.
[60]李学容.教师职业倦怠的成因及对策[J].当代教育科学,2004(16):48-49.
[61]李永鑫,杨淑芸.教师工作倦怠及其干预[J].当代教育科学,2004(21):55-57.
[62]林文瑞.教师职业倦怠与教师的心理健康教育[J].福建师范大学学报,2004(6):135-138.
[2]Farber B A.Treatment strategies for different type of teacher burnout.Journal of Clinical Psychology,2000,56(5):675-689.
[3]李家年.教师职业倦怠问题探讨[J].广西社会科学,2003(10):71-73.
[4][14][17][19]王晓春,甘怡群.国外关于工作倦怠研究的现状述评[J].心理科学进展,2003,11(5):567-572.
[5]Maslach C,Jackso S E.The measurement of esperienced burnout Journal of Occupational Behabiour,1981,2:99-113.
[7]蓝秀华.教师的职业压力与职业倦怠[J].江西教育科研,2003(5):45-47.
[8]许燕,余中华,王芳.心理枯竭:当代中国教师的职业倦怠[J].中国教师,2003(3):5-6.
[9]徐富明,朱从书,邵来成.中小学教师的工作倦怠与其相关因素的关系研究[J].心理科学,2005,28(5):1240-1242.
[10]王祖莉.初中教师工作满意度的调查研究[J].当代教育科学,2003,(11):37-39.
[11][56]李江霞.国外教师职业倦怠理论对我国的启示[J].教育科学,2003(2):62.
[12][31]赵玉芬,毕重增.中学教师职业倦怠状况及影响因素的研究[J].心理发展与教育,2003(1):80-83.
[13]伍新春,曾玲娟,秦宪刚.中小学教师职业倦怠的现状及相关因素分析[J].心理与行为研究,2003,1(4):262-267.
[15]Van Dierendonck D,Schaufeil W B,Buunk B P.Inequity Amony Human Serviee professionals:Measurement and Relation to Burnout Basic and Applied Social Psychology,2001,18(4):429-451.
[16]Carell J F X,White W.Theory Buiiding:Intergrating Individual and Environmental FactorsWithin an Ecological Framework.In:Paine W S ed.Job Stress and Burnout:re-search,theory and intervention perspectives.Beverly Hills,CA:Sage,1982:41-60.
[18]Maslach.c,Schaufeli W B,Leiter M P.Job Burnout.Annual Review of Psychology,2001:397-422.
[20][21]Pines A M.Teacher Burnout:a psychodynamic existential perspective.School of Management,2002:122-140.
[22]沈杰,郑全全.中学教师自我效能感与职业倦怠关系研究[J].教育研究与实验,2005,(2):362-365.
[23]Will.G.Evers,Andre Brouwers and Welko Tomic.Burnout and Self-efficacy:A study on teachers' beliefs when implementing an innovative educational system in the Netherlands.British Journal of Educational psychology,2002,72:227-243.
[24]Chwalisz K,Altmaier EM&Russen D W.Causal attributions self-efficacy cogntions,and coping with stress.Journal of social omd' Clinical psychology,1992,11(4):377-400.
[25]Maslach.c,Schaufeli W B,Leiter M P.Job Burnout Annual Review of Psychology,2001:397-422.
[26]Hendrix W H,Summers T P,leap T L,Steel R P.Antecedents and organizational effictiveness outcomes of employee stress and health in:Crandall R,Perrewe P L eds Occuational stress:a Handbook.Taylor&Framcis Washing ton D C,1995:28-113.
[27]林美龄.教育改革、教师倦怠与报酬.高雄:高雄复文图书出版社,2001:121-124.
[28]王芳,许燕.中小学教师职业枯竭现状及其与社会支持的关系[J].心理学报,2004,36 (5):568-574.
[29]Cordes C L,Dougherty T W.Areview and om Intergration of Research on Job Burnout Academy of Management Review.1993,18:621-656.
[30]王芳,许燕.中小学教师职业枯竭及其与社会支持的关系[D].北京师范大学硕士论文,导师:许燕,2003.
[32]梁慧娟,冯晓霞.北京市幼儿教师职业倦怠的状况及成因研究[J].学前教育研究,2004(5):33.
[33]刘晓明.职业压力、教学效能感与中小学教师职业倦怠的关系[J].心理发展与教育,2004(2):56-61.
[34]王国香,刘长江,伍新春.教师职业倦怠量表的修编[J].心理发展与教育,2003(3):82-86.
[35]徐富明,吉峰,钞秋玲.中小学教师职业倦怠问卷的编制及信效度检验[J].中国临床心理学杂志,2004(1):313-315.
[36]唐芳贵,蒋莉,肖志成.国外教师职业倦怠研究述评[J].教育与职业,2005(5):65-67.
[37]梁津安,赵伯飞.大学教师群体“工作倦怠”的心理根源与对策[J].经济师,2005(5):61-62.
[38]单玉.高校“两课”教师职业倦怠分析及其对策[J].江苏高教,2004(2):70-72.
[39]徐富明,安连义,牛芳.中小学教师职业倦怠与职业压力应对策略研究[J].中国学校卫生,2004(5):569-570.
[40]邵来成,高峰勤.中小学教师的职业倦怠现状及其与社会支持的关系研究[J].山东师范大学学报,2005(4):150-153.
[42]李永鑫,吴明证.工作倦怠的结构研究[J].心理科学,2005,28(2):454-457.
[43]张超,陈平雁,张小远.CHAID方法及其在高校教师职业倦怠感影响因素分析中的应用[J].第一军医大学学报,2003,23(12):1352-1354.
[44]薛文平.教师职业倦怠及其调适[J].天津教育,2005(1):1-3.
[45]张悦红.论教师职业倦怠[J].天水师范学院学报,2004(2):36-38.
[46]张济洲.论教师职业倦怠的成因及其对策[J].教学与管理,2004(3):20.杨秀玉,杨秀梅.教师职业倦怠解析[J].外国教育研究,2002(2):56.
[48]张月娟,王进礼,阎克乐.职业精疲力竭症的研究进展[J]冲华劳动卫生职业病杂志,
[49]王芳,许燕,蒋奖.职业枯竭的测量方法[J].心理科学进展,2005,13(6):814.
[50]张俊友.教师职业倦怠及其对策[J].教育理论与实践,2003(9):55-56.
[51]焦其文.教师的职业倦怠及对策[J].辽宁教育研究,2005(5):49-50.
[52]邬开东,王志曲.入职阶段教师职业倦怠探析[J].现代教育科学,2005(5):49-50.
[53]杨卫星,吕佳.教师工作倦怠与管理策略[J].河南师范大学学报,2005(2):162-165.
[54]杨秀玉,孙启林.教师的角色冲突与职业倦怠研究[J].外国教育研究,2004(9):9-13.
[55]杨巨芝.教师成功的大敌-职业倦怠[J].北京教育,2004(12):44-45.
[57]张勇,于跃.中小学教师工作倦怠的成因及其预防策略[J].教育探索,2002(11):96-98.
[58]倪海.自我效能感与职业发展[J].职业技术教育,2002(13):68-69.
[59]赵福,黄希庭.中学教师教学效能感特点及其与自我概念的相关研究[J].心理科学,2002,25(4):756-758.
[60]李学容.教师职业倦怠的成因及对策[J].当代教育科学,2004(16):48-49.
[61]李永鑫,杨淑芸.教师工作倦怠及其干预[J].当代教育科学,2004(21):55-57.
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