本文關(guān)鍵詞：中學(xué)教師職業(yè)倦怠及保護(hù)因素結(jié)構(gòu)的探索研究　出處：《四川師范大學(xué)》2010年碩士論文　論文類型：學(xué)位論文

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【摘要】： 職業(yè)倦怠是指由于個(gè)體不能有效地應(yīng)對工作上延續(xù)不斷的各種壓力,而產(chǎn)生的一種由情緒衰竭、低成就感以及去個(gè)性化三個(gè)方面構(gòu)成的職業(yè)心理綜合疾病。教師是這一職業(yè)心理綜合癥的高發(fā)人群之一。本文在回顧職業(yè)倦怠已有研究文獻(xiàn)的基礎(chǔ)上,采用量化的方式對中學(xué)教師職業(yè)倦怠現(xiàn)狀進(jìn)行描述,并采用質(zhì)性研究的方法探索職業(yè)倦怠的保護(hù)因素。 在量化研究中,使用伍新春等人修訂的MBI量表對280名中學(xué)教師進(jìn)行問卷調(diào)查,分析他們職業(yè)倦怠現(xiàn)狀,結(jié)果如下: (1)中學(xué)教師在總體上職業(yè)倦怠情況不嚴(yán)重。但在情緒衰竭維度,SD為11.91,且最大值達(dá)到48,表明在此維度分?jǐn)?shù)較分散,有部分教師表現(xiàn)出較嚴(yán)重或者嚴(yán)重的情緒衰竭;同時(shí),在去個(gè)性化維度上,最大值也達(dá)到23,各項(xiàng)目均值約為3.83,表明有老師已出現(xiàn)去個(gè)性化特征。 (2)在人口統(tǒng)計(jì)學(xué)變量上,教師職業(yè)倦怠在性別上沒有顯著差異;25年教齡以上的個(gè)人成就感最高;個(gè)人成就感在職稱上有顯著差異,其中一級教師的成就感最高;班主任和非班主任在情緒衰竭和個(gè)人成就感維度上差異顯著,班主任比非班主任情緒衰竭更嚴(yán)重,但個(gè)人成就感也比非班主任高;城市和鄉(xiāng)鎮(zhèn)在職業(yè)倦怠各維度上都差異顯著,城市教師在情緒衰竭、去個(gè)性化程度上去鄉(xiāng)鎮(zhèn)教師高,但是,個(gè)人成就感也高于鄉(xiāng)鎮(zhèn)的教師;重點(diǎn)中學(xué)和一般中學(xué)在情緒衰竭和個(gè)人成就感上差異顯著,重點(diǎn)中學(xué)的教師情緒衰竭比一般中學(xué)嚴(yán)重,但同時(shí),個(gè)人成就感高于一般中學(xué)的教師;初中和高中教師在去個(gè)性化維度上差異顯著,高中教師的去個(gè)性化程度顯著高于初中教師。 在質(zhì)性研究中,先依據(jù)職業(yè)倦怠分?jǐn)?shù)選擇被訪談?wù)摺?7名中學(xué)教師,用自擬的訪談提綱對他們進(jìn)行半結(jié)構(gòu)化訪談,然后將訪談錄音整理成文本材料,并進(jìn)行編碼和類屬分析,得到以下結(jié)果: (1)運(yùn)用質(zhì)的研究方法對保護(hù)因素組、中間組和倦怠組就各保護(hù)因素進(jìn)行比較發(fā)現(xiàn),他們在二十二個(gè)因素上存在顯著性差異,這二十二個(gè)因素可以歸納為四大維度:①個(gè)人特質(zhì):善于學(xué)習(xí)、面對現(xiàn)實(shí)、主動(dòng)性、個(gè)人修養(yǎng)和閱歷、目標(biāo)明確、開朗、欣賞學(xué)生的優(yōu)點(diǎn)、理解他人、淡薄名利、知足常樂、教育信念、成就感、責(zé)任心、自我效能感、喜歡學(xué)生、職業(yè)認(rèn)同;②家庭方面:家庭幸福、家庭責(zé)任感;③學(xué)校方面:領(lǐng)導(dǎo)肯定、師生關(guān)系友好、學(xué)生的尊重;④社會方面:朋友支持。 (2)中學(xué)教師職業(yè)倦怠保護(hù)因素結(jié)構(gòu)包括:①個(gè)人特質(zhì):善于學(xué)習(xí)、面對現(xiàn)實(shí)、主動(dòng)性、個(gè)人修養(yǎng)和閱歷、目標(biāo)明確、開朗、欣賞學(xué)生的優(yōu)點(diǎn)、理解他人、淡薄名利、知足常樂、教育信念、成就感、責(zé)任心、自我效能感、喜歡學(xué)生、職業(yè)認(rèn)同;②家庭方面:家庭幸福、家庭責(zé)任感;③學(xué)校方面:領(lǐng)導(dǎo)肯定、師生關(guān)系友好、學(xué)生的尊重;④社會方面:朋友支持。
[Abstract]:Job burnout is a kind of emotional exhaustion due to the individual can not effectively cope with the continuous pressure on the job. Low achievement and depersonalization of the three aspects of occupational psychological comprehensive disease. Teachers are one of the high incidence of this occupational psychological syndrome. This paper reviews the existing research literature on job burnout. The present situation of middle school teachers' job burnout is described in a quantitative way, and the protective factors of job burnout are explored by qualitative research. In the quantitative study, MBI scale revised by Wu Xinchun et al was used to survey 280 middle school teachers to analyze their current situation of job burnout. The results are as follows: (1) the overall job burnout of middle school teachers was not serious, but in the emotional exhaustion dimension SD was 11.91, and the maximum was 48, indicating that the scores were scattered in this dimension. Some teachers show serious or serious emotional exhaustion; At the same time, in the dimension of de-personalization, the maximum value is 23, and the average value of each item is about 3.83, which indicates that some teachers have depersonalization characteristics. 2) in terms of demographic variables, there was no significant difference in teachers' job burnout in gender; More than 25 years of teaching experience the highest sense of personal accomplishment; There are significant differences in personal achievement sense in professional title, among which the first grade teacher's sense of achievement is the highest; There are significant differences in the dimensions of emotional exhaustion and personal accomplishment between the head teacher and the non-head teacher. The head teacher is more serious than the non-class teacher in emotional exhaustion, but the personal accomplishment sense is also higher than that of the non-class teacher. There are significant differences in the dimensions of job burnout between cities and towns. Teachers in urban areas are high in emotional exhaustion and depersonalization, but the sense of personal achievement is also higher than that of teachers in villages and towns. There are significant differences in emotional exhaustion and personal accomplishment between key middle school and general middle school. The emotional exhaustion of key middle school teachers is more serious than that of general middle school, but personal accomplishment sense is higher than that of general middle school teacher. Junior middle school teachers and high school teachers in the dimension of depersonalization significantly different, high school teachers depersonalization degree is significantly higher than junior high school teachers. In the qualitative study, the interviewees, 37 middle school teachers, were selected according to the job burnout score, and used the self-made interview outline to conduct semi-structured interviews, and then the interview recordings were arranged into text materials. The following results are obtained by coding and generic analysis: 1) A qualitative study was used to compare the protective factors among the protective factors group, the middle group and the burnout group. It was found that there were significant differences between them in 22 factors. These 22 factors can be summed up into four dimensions: 1: personal characteristics: good at learning, face reality, initiative, personal accomplishment and experience, clear goals, cheerful, appreciate students' advantages, understand others. Weak fame and fortune, contentment, educational belief, sense of achievement, sense of responsibility, sense of self-efficacy, like students, professional identity; 2 family aspect: family happiness, family responsibility; (3) School: the leadership affirms, the relationship between teachers and students is friendly, and the respect of students; Social aspect: friends support. 2) the protective factors of middle school teachers' job burnout include: being good at learning, facing reality, initiative, personal accomplishment and experience, having clear goals, being cheerful, appreciating students' advantages and understanding others. Weak fame and fortune, contentment, educational belief, sense of achievement, sense of responsibility, sense of self-efficacy, like students, professional identity; 2 family aspect: family happiness, family responsibility; (3) School: the leadership affirms, the relationship between teachers and students is friendly, and the respect of students; Social aspect: friends support.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2010
【分類號】：G443

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 劉伊娜;高校輔導(dǎo)員職業(yè)倦怠成因及對策分析[D];遼寧師范大學(xué);2011年

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本文編號：1357808