宝鸡文理学院教师工作压力及对策研究
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摘要
近几年来,随着我国高等教育体制的不断改革,高校学生人数逐年增加、学生素质连年下降、教师科研要求高,职称评定困难等,这一切都使每位高等院校教师都感到了前所未有的压力。所以开展对高等院校教师工作压力的研究以及为教师和管理者提出对策和建议,从而减轻高校教师的工作压力,在当前是迫切而必要的。
本文以宝鸡文理学院教师为研究对象,在访谈、相关文献研究的基础上,编制了具有较高信度和效度的《宝鸡文理学院教师工作压力调查》问卷,并进行调查研究,然后对数据进行统计分析,所得结论如下:
第一,宝鸡文理教师工作压力源包括6个因子:教学管理、组织功能、家庭因子、个人发展、学生因子、教学因子。
第二,通过差异的显著性检验,结果表明:宝鸡文理教师的工作压力感在性别、学历、职称上的差异显著。
第三,高校教师的工作压力产生的原因:教学管理的高标准、严要求;科研要求高职称评审难度大;组织功能不够优化;家庭收入相对较低,经济负担重;学校生源质量逐年下降,学生素质参差不齐:教师缺乏对工作压力及工作压力应对方式的了解,压力应对能力不足。
第四,本研究针对目前学校教师工作压力现状,从组织和教师个人两个层面提出相应的对策。
Recently, with the rapid development of China's higher education system, the number of university students increase and the quality decrease year by year, the high requirement of teacher's science research,the difficult of professional evaluation. All of these bring great stress to every teachers .So it is very urgent and neccecary to carry out science research on the job stress of university teachers and provide some suggestion to teachers themself and education administration institute,which will relieve job stress of university teachers.
Taking Baoji University of artists and sciences teachers for research object,on the base of visit and literature research, I work out an questionnaire on the job stress of Baoji University of artists and sciences teachers full of high trade wind and imitation,then exert this and questionnaire to Baoji University of artists and sciences teachers and come to four conclusion as follows:
The firstly,there are six job stress sources: teaching-Learning management, organization function, the factor of familly ,personal development ,the factor of students, the factor of teaching
The secondly, by significance test of the difference,the results show that there is the significant difference on the aspects of sex ,academic qualification, profession title.
The thirdly,there are six reasons that job stress produced:the strict requirements and high standard of teaching management, the high requirement of teacher's science research,the very difficult of professional evaluation, the inadequate opimization to organization function,the low of familly income and the weight ecconomic burden ,the decrease of the quality of students resource year by year and the uneven levels of student quality,the lack of job stress and coping style knowledge and capacity
The last,according to present job stress situation, two levels countermeasures to both organization sense and personal sense are put forward.
本文以宝鸡文理学院教师为研究对象,在访谈、相关文献研究的基础上,编制了具有较高信度和效度的《宝鸡文理学院教师工作压力调查》问卷,并进行调查研究,然后对数据进行统计分析,所得结论如下:
第一,宝鸡文理教师工作压力源包括6个因子:教学管理、组织功能、家庭因子、个人发展、学生因子、教学因子。
第二,通过差异的显著性检验,结果表明:宝鸡文理教师的工作压力感在性别、学历、职称上的差异显著。
第三,高校教师的工作压力产生的原因:教学管理的高标准、严要求;科研要求高职称评审难度大;组织功能不够优化;家庭收入相对较低,经济负担重;学校生源质量逐年下降,学生素质参差不齐:教师缺乏对工作压力及工作压力应对方式的了解,压力应对能力不足。
第四,本研究针对目前学校教师工作压力现状,从组织和教师个人两个层面提出相应的对策。
Recently, with the rapid development of China's higher education system, the number of university students increase and the quality decrease year by year, the high requirement of teacher's science research,the difficult of professional evaluation. All of these bring great stress to every teachers .So it is very urgent and neccecary to carry out science research on the job stress of university teachers and provide some suggestion to teachers themself and education administration institute,which will relieve job stress of university teachers.
Taking Baoji University of artists and sciences teachers for research object,on the base of visit and literature research, I work out an questionnaire on the job stress of Baoji University of artists and sciences teachers full of high trade wind and imitation,then exert this and questionnaire to Baoji University of artists and sciences teachers and come to four conclusion as follows:
The firstly,there are six job stress sources: teaching-Learning management, organization function, the factor of familly ,personal development ,the factor of students, the factor of teaching
The secondly, by significance test of the difference,the results show that there is the significant difference on the aspects of sex ,academic qualification, profession title.
The thirdly,there are six reasons that job stress produced:the strict requirements and high standard of teaching management, the high requirement of teacher's science research,the very difficult of professional evaluation, the inadequate opimization to organization function,the low of familly income and the weight ecconomic burden ,the decrease of the quality of students resource year by year and the uneven levels of student quality,the lack of job stress and coping style knowledge and capacity
The last,according to present job stress situation, two levels countermeasures to both organization sense and personal sense are put forward.
引文
[1]Tat-wingLeung,Oi-lingSiu,PaulE.SPeetor.Faculty Stressors,Job Satiestaction,and Psyehological Distress Among University Teachers in Hong Kong:The Role of Locus of Control[J].Iniemational Journalof Stress Management,2000,Vol7(2):121-138
[2]王春芳.工作压力的应对与管理[J].黄河科技大学学报,2007,9(1):62-63
[3]姚立新.教师压力管理[M].浙江:浙江大学出版社,2005:34-78
[4]Weiss M E.Acts of work stress and social support on information systems managers[J].MIS Quarterly,1983,(7):2-89
[5]QuickJ C,Quick JD.Organizational stress and preventive management[M].New York:McGraw Ha511,1984:374.
[6]Hendrix WH,Summers T P,Leap T L,Steel R P.Antecedents and organizational effectiveness outcomes of employee stress and health.In:Rick Crandall,Pamela L.Perreweed.Occupational Stress.A Handbook.New Jersey:Prentice Hall,1995.75-86
[7](美)斯蒂芬·P·罗宾斯.组织行为学[M].北京:中国人民大学出版社.1997.472
[8]French,J.R.P.and Caplan,R.D.Organizational stress and individual strain,In A.Jmorrow(ED.),The failure of success[M],New York:AMACOM,1973:30-66
[9]刘本固.教育评价的理论与实践[M].杭州:浙江教育出版社,2000:34-87
[10]Cooper C L,Cooper R D,Eaker L H.Living with stress[M].London:Penguin Books,1988:124-365
[11](英)波特·马金.组织和心理契约[M].北京:北京大学出版社,2000:101-103
[12]Van Der Doef M,Maes S.The job demand-control-support model and Psychologicalwellbeing:a review of 20 years of emlPirieal research[J].work&Stress,1999,Vol7(2):138-140
[13]Lazarus R S.Psychological stress in the workplace.Journal of Social Behavior and Personality,1991,Vol9(6):3-13
[14]马可一,王重鸣.组织压力管理的最新研究进展[J],心理科学,2003,Vol7(5):80-87
[15]Kyriaeou,C.&Sucliff,J..Teacher Stress:Prevanlence,Soure and Symptoms[J].British Joumal of Edueational Psychology,1978,48:159-167
[16]张东.工作压力作用效能的同步多维检验研究:知识性员工为例[D].浙江:浙江大学,2006
[17]冒荣,贺晓星,穆荣华等.无觅桃花源何处好耕田-高校教师精神压力问题初探[J].高教研究与探索,1997 vol 8(4):31-36
[18]李竹渝,贺晓星.中日两国高校教师精神压力比较研究的统计分析[J].数理统计与管理,2000,Vol19(6):8-11
[19]刘学兰.高校教师面临改革的心理压力与心理调适[J].华南师范大学学报,2001,vol4(1):116-121
[20]石林.工作压力理论及其在研究中的重要性[J].心理科学进展,2002,Vol10(4):433-38
[21]兰继军,浏真,简洁等.高等院校青年教师工作压力水平的测试及其相关因素分析[J].中国临床康复,2005.Vol9(12):102-103
[22]李虹,梅锦荣.大学生压力量表的编制[J].应用心理学,2005.vol8(1):27-32
[23]濮宁镇,蒋春雷。高校教师心理健康现状调查与对策[J].中国初级保健,2002,vol 6(10):44-45.
[24]唐书生、王章豹.高校教师压力过度现象分析及压力管理策略[J].合肥工业大学学报(社会科学版),2007,vol 3(4):79-83
[25]张敏强主编.教育与心理统计学[M].北京:人民教育出版社,2002:46-49
[26]李金林,马宝龙.管理统计学应用与实践[M].北京:清华大学出版 社,2007:111-121
[27]冉伦,李金林。因子分析法在中小企业板块上市公司综合业绩评价中的应用[J].数理统计与管理,2005,vol1(1):44-45
[28]Reasrke,Lunaier.Stress-related trasactions between Personal and environment.In LA Pevrin & MLewls(Eds),Perspectives in international Psychology[M],NewYork:Plenum 1979:287-327
[29]Hole,Reda Abouserie.Srtess Levels:Gender and Personaliyt Facotrs in Teachers[J].British Joural of Educational Psyeholog,1999:3
[30]马苏江.高校教师的心理压力及其调适[J].黑龙江高教研究,2005,vol 8:64-65
[31]刘志成.对缓解教师压力问题的几点思考[J].中国高教研究,2003,vol 12(10):72-73
[32]鲁海军.高校教师工作压力和工作满意度与组织承诺关系研究[D].四川:四川大学,2007
[33]谭兆麟.情绪影响力[M].深圳:海天出版社,2005:133.
[34]瓦莱丽·J·萨瑟兰,卡里·L·库珀.徐海鸥,译.战略压力管理-组织的方法[M].北京:经济管理出版社,2003:64.
[35]徐长江.工作压力系统研究:机制、应付与管理[J].浙江师大学报,1999,vol 5:73
[36]郑红梅,佟仁城.工作压力管理[J].管理评论.2003,vol 13(10):3-5
[2]王春芳.工作压力的应对与管理[J].黄河科技大学学报,2007,9(1):62-63
[3]姚立新.教师压力管理[M].浙江:浙江大学出版社,2005:34-78
[4]Weiss M E.Acts of work stress and social support on information systems managers[J].MIS Quarterly,1983,(7):2-89
[5]QuickJ C,Quick JD.Organizational stress and preventive management[M].New York:McGraw Ha511,1984:374.
[6]Hendrix WH,Summers T P,Leap T L,Steel R P.Antecedents and organizational effectiveness outcomes of employee stress and health.In:Rick Crandall,Pamela L.Perreweed.Occupational Stress.A Handbook.New Jersey:Prentice Hall,1995.75-86
[7](美)斯蒂芬·P·罗宾斯.组织行为学[M].北京:中国人民大学出版社.1997.472
[8]French,J.R.P.and Caplan,R.D.Organizational stress and individual strain,In A.Jmorrow(ED.),The failure of success[M],New York:AMACOM,1973:30-66
[9]刘本固.教育评价的理论与实践[M].杭州:浙江教育出版社,2000:34-87
[10]Cooper C L,Cooper R D,Eaker L H.Living with stress[M].London:Penguin Books,1988:124-365
[11](英)波特·马金.组织和心理契约[M].北京:北京大学出版社,2000:101-103
[12]Van Der Doef M,Maes S.The job demand-control-support model and Psychologicalwellbeing:a review of 20 years of emlPirieal research[J].work&Stress,1999,Vol7(2):138-140
[13]Lazarus R S.Psychological stress in the workplace.Journal of Social Behavior and Personality,1991,Vol9(6):3-13
[14]马可一,王重鸣.组织压力管理的最新研究进展[J],心理科学,2003,Vol7(5):80-87
[15]Kyriaeou,C.&Sucliff,J..Teacher Stress:Prevanlence,Soure and Symptoms[J].British Joumal of Edueational Psychology,1978,48:159-167
[16]张东.工作压力作用效能的同步多维检验研究:知识性员工为例[D].浙江:浙江大学,2006
[17]冒荣,贺晓星,穆荣华等.无觅桃花源何处好耕田-高校教师精神压力问题初探[J].高教研究与探索,1997 vol 8(4):31-36
[18]李竹渝,贺晓星.中日两国高校教师精神压力比较研究的统计分析[J].数理统计与管理,2000,Vol19(6):8-11
[19]刘学兰.高校教师面临改革的心理压力与心理调适[J].华南师范大学学报,2001,vol4(1):116-121
[20]石林.工作压力理论及其在研究中的重要性[J].心理科学进展,2002,Vol10(4):433-38
[21]兰继军,浏真,简洁等.高等院校青年教师工作压力水平的测试及其相关因素分析[J].中国临床康复,2005.Vol9(12):102-103
[22]李虹,梅锦荣.大学生压力量表的编制[J].应用心理学,2005.vol8(1):27-32
[23]濮宁镇,蒋春雷。高校教师心理健康现状调查与对策[J].中国初级保健,2002,vol 6(10):44-45.
[24]唐书生、王章豹.高校教师压力过度现象分析及压力管理策略[J].合肥工业大学学报(社会科学版),2007,vol 3(4):79-83
[25]张敏强主编.教育与心理统计学[M].北京:人民教育出版社,2002:46-49
[26]李金林,马宝龙.管理统计学应用与实践[M].北京:清华大学出版 社,2007:111-121
[27]冉伦,李金林。因子分析法在中小企业板块上市公司综合业绩评价中的应用[J].数理统计与管理,2005,vol1(1):44-45
[28]Reasrke,Lunaier.Stress-related trasactions between Personal and environment.In LA Pevrin & MLewls(Eds),Perspectives in international Psychology[M],NewYork:Plenum 1979:287-327
[29]Hole,Reda Abouserie.Srtess Levels:Gender and Personaliyt Facotrs in Teachers[J].British Joural of Educational Psyeholog,1999:3
[30]马苏江.高校教师的心理压力及其调适[J].黑龙江高教研究,2005,vol 8:64-65
[31]刘志成.对缓解教师压力问题的几点思考[J].中国高教研究,2003,vol 12(10):72-73
[32]鲁海军.高校教师工作压力和工作满意度与组织承诺关系研究[D].四川:四川大学,2007
[33]谭兆麟.情绪影响力[M].深圳:海天出版社,2005:133.
[34]瓦莱丽·J·萨瑟兰,卡里·L·库珀.徐海鸥,译.战略压力管理-组织的方法[M].北京:经济管理出版社,2003:64.
[35]徐长江.工作压力系统研究:机制、应付与管理[J].浙江师大学报,1999,vol 5:73
[36]郑红梅,佟仁城.工作压力管理[J].管理评论.2003,vol 13(10):3-5