地方高师院校教师职业倦怠、社会支持和应对方式关系研究

【作者】 张小文；

【导师】 吴磊；

【作者基本信息】 赣南师范学院 ， 发展与教育心理学， 2011， 硕士

【摘要】 教师职业倦怠已经成为社会普遍关注的问题,更是心理学和教育学研究的热点话题。因为它不仅影响教师本人的身心健康、生活质量、工作状况,而且还影响学生的成长和发展。本研究在对国内外有关教师职业倦怠、社会支持和应对方式的资料整理和分析的基础上,以江西省三所师范学院教师为被试,采用随机抽样问卷调查方式收集数据,研究工具为《教师职业倦怠量表》(MBI)、《社会支持评定量表》(SSRS)、《应对方式问卷》。了解地方高师院校教师职业倦怠、社会支持、应对方式的现状,探讨地方高师院校教师职业倦怠与社会支持、应对方式之间的关系。通过对研究结果的分析,从社会宏观层面、学校管理层面和教师个体层面提出缓解、消除地方高师院校教师职业倦怠的建议。本研究得出如下结论:(1)地方高师院校教师普遍存在职业倦怠,但总体上并不严重,职业倦怠状况属于中等强度。(2)地方高师院校教师职业倦怠在性别、学历、收入、任职和是否住新校区上没有显著性差异。(3)地方高师院校教师职业倦怠在婚姻状况、年龄、职称和工作年限上存在显著性差异。(4)地方高师院校教师社会支持在性别、年龄和婚姻状况上存在显著性差异。(5)地方高师院校教师应对方式在性别、年龄和婚姻状况上存在显著性差异。(6)职业倦怠各因子均与社会支持各因子存在不同程度的相关。职业倦怠总分与社会支持总分、主观支持、支持利用度存在显著负相关;情绪衰竭与社会支持总分、主观支持和支持利用度存在显著负相关;去个性化与支持利用度成显著负相关;低个人成就感与社会支持总分、客观支持、主观支持和支持利用度存在显著负相关。(7)解决问题、求助与职业倦怠总分、情绪衰竭、去个性化、低个人成就感存在显著负相关。(8)社会支持总分和支持利用度对职业倦怠的预测作用极其显著,客观支持和主观支持对职业倦怠的预测作用不显著。(9)解决问题、求助对职业倦怠的预测作用极其显著,自责、幻想、退避和合理化对职业倦怠的预测作用不显著。(10)应对方式在社会支持与职业倦怠之间起着部分中介作用。更多还原

【Abstract】 The teacher job burnout has become a problem which is increasingly concerned by the society for it not only has impact on teachers’physical and mental health, the quality of life, working order, but also on the growth and development.Based on the arranging and analysis of existing materials on the teacher job burnout, social support and coping styles, the paper adopted random sampling questionnaire to collect data and pay attention to teachers in three local normal universities in JiangXi Province, which are the object of this study. The research tools are Maslach Burnout Inventory (MBI), social support rating scale (SSRS) and the questionnaire of coping styles.The paper tries to learn the current situation of the teacher job burnout, social support and solution in local normal university, study the relations between teacher job burnout, social support and coping styles. Through analysis of the study result, it proposes some suggestion on how to relieve and deal with teacher job burnout in local normal university in terms of society, university administration and teachers.The conclusions of the study are as follows:(1)The teacher job burnout is universal exist in local normal universities; however, it is not very serious, only moderate.(2)The teacher job burnout has no obvious difference in terms of gender, education background, salary, career position and living new campus.(3)The teacher job burnout has obvious differences in terms of marital status, age, academic rank, and service years.(4)The teacher social support has obvious differences in terms of gender, age and marital status.(5)The teachers’coping styles in local normal university have obvious difference in terms of gender, age and marital status.(6)Each factor of teacher job burnout has something to do with the factors of coping styles to some degree. the total points of job burnout has negative correlation with social support, subjective support and support exploitation degree; emotional exhaustion has negative correlation with social support total point, subjective support and support exploitation degree; deindividuation has negative correlation with support exploitation degree; Reduced personal accomplishment has negative correlation with social support total point, objective support, subjective support and support exploitation degree.(7)Finding solution, help and job burnout total point, emotional exhaustion, deindividuation and reduced personal accomplishment are negatively correlated. (8)Social support total point and social support exploitation degree has an obvious predictive impact on the teacher job burnout. Objective and subjective have no obvious predictive impact on teacher job burnout.(9)Find solution and seeking for help have obvious predictive impact on the teacher job burnout, self-accusation, illusion, withdraw and rationalization have no obvious predictive impact on job burnout.(10)Coping styles plays a role of partial mediation in social support and job burnout.更多还原