本文選題：中學(xué)教師 + 職業(yè)壓力　； 參考：《廣西師范大學(xué)》2014年碩士論文

【摘要】：在社會中,教師是一個多角色的群體。隨著社會的進步,教師有了很多的發(fā)展機會,但同時也意味著他們將面臨來自各方面的壓力,如社會評價、考試壓力、工作量大等,同時工作倦怠感也在悄然增長。 本研究對中學(xué)教師進行問卷調(diào)查,探求教師職業(yè)壓力、應(yīng)對方式、工作倦怠的關(guān)系；隨后采用訪談的敘事研究法對中學(xué)教師的教育教學(xué)情況、壓力源及原因、慣用的壓力解決方式、今后的發(fā)展策略與建議等方面進行歸納總結(jié)。得出以下結(jié)果和結(jié)論； (1)中學(xué)教師的職業(yè)壓力處于中等水平,壓力源主要有鄉(xiāng)鎮(zhèn)中學(xué)生源減少、教師職稱評定困難、工作負荷大、考試壓力大、家庭人際關(guān)系緊張、工作報酬低等； (2)中學(xué)教師總體上傾向采用積極的應(yīng)對方式； (3)中學(xué)教師存在一定程度的工作倦怠,以“成就感低落”最為突出； (4)性別、學(xué)校性質(zhì)在中學(xué)教師職業(yè)壓力總分和各維度上不存在顯著差異。班主任教師體驗到的“自我發(fā)展需要”壓力比非班主任教師大。教齡在5年以下、6-10年的中學(xué)教師的“職業(yè)期望”壓力小于教齡在11-20年的教師,同時,教齡在6-10年的中學(xué)教師的“職業(yè)期望”壓力還小于教齡在21年以上的教師。�？茖W(xué)歷的教師在除了“家庭人際”維度外的其他方面的壓力比研究生學(xué)歷的中學(xué)教師大,并且,專科學(xué)歷的中學(xué)教師在“考試壓力”、“工作負荷”、“職業(yè)期望”3方面體驗到的壓力明顯大于本科學(xué)歷的中學(xué)教師。另外,本科學(xué)歷的中學(xué)教師在“學(xué)生因素”、“自我發(fā)展需要”、“工作負荷”上的壓力明顯大于研究生學(xué)歷的中學(xué)教師。已婚中學(xué)教師在“考試壓力”、“學(xué)生因素”上的壓力比離異中學(xué)教師大,未婚中學(xué)教師在“學(xué)生因素”上體驗到的壓力明顯高于離異教師。 (5)性別、是否班主任、學(xué)校性質(zhì)、婚姻情況在中學(xué)教師應(yīng)對方式各維度上不存在顯著差異。教齡、學(xué)歷在中學(xué)教師應(yīng)對方式各維度上的得分存在顯著差異,教齡在21年以上的中學(xué)教師與教齡為6-10年的教師比,更傾向于采取積極的應(yīng)對方式。教齡是11-20年、21年以上的中學(xué)教師與教齡在5年以下的教師相比,更傾向于采取積極的應(yīng)對方式。專科學(xué)歷的中學(xué)教師與本科學(xué)歷、研究生學(xué)歷的教師相比,更傾向于采取積極的應(yīng)對方式。 (6)學(xué)歷在中學(xué)教師工作倦怠各維度上不存在顯著差異。性別在中學(xué)教師工作倦怠各維度上得分存在顯著差異,女性教師更容易有“情緒衰竭”“玩世不恭”的工作體驗,而男性教師更易于有“成就感低落”的體驗。班主任教師與非班主任教師相比,情緒更易于衰竭。教齡在21年以上的中學(xué)教師會有最高的情緒衰竭體驗。私立中學(xué)的教師與公立中學(xué)的教師比,更容易有麻木、冷漠的情感體驗。已婚的中學(xué)教師在工作中,更容易會有成就感低落的感覺。 (7)中學(xué)教師職業(yè)壓力總分和除了“家庭人際”維度之外的其他維度得分與積極應(yīng)對存在顯著負相關(guān),與消極應(yīng)對存在顯著正相關(guān)。 (8)中學(xué)教師的職業(yè)壓力總分和各維度得分與工作倦怠的各維度得分均存在正相關(guān),中學(xué)教師的壓力越大,其工作倦怠感越高。 (9)中學(xué)教師應(yīng)對方式各維度和工作倦怠各維度間均存在相關(guān),教師越采用積極的應(yīng)對方式,其體驗到的情緒衰竭程度越低,工作成就感相對越高：而教師采用消極應(yīng)對方式時,更容易以一種消極、否定、麻木不仁的態(tài)度來對待自己的同事和學(xué)生。 (10)應(yīng)對方式在中學(xué)教師職業(yè)壓力和工作倦怠之間起部分中介作用。
[Abstract]:In society, teachers are a group of many roles. With the progress of the society, teachers have many opportunities for development, but it also means that they will face pressure from all aspects, such as social evaluation, test pressure, heavy workload, and job burnout are also growing quietly.
In this study, a questionnaire survey of middle school teachers was conducted to explore the relationship between teachers' occupational stress, coping style and job burnout, and then the narrative research method of interview was used to summarize the education and teaching situation of middle school teachers, the stressors and causes, the usual pressure solutions, the development strategy and suggestions in the future. Fruit and conclusion;
(1) the vocational pressure of middle school teachers is at the middle level. The source of the pressure mainly includes the reduction of the students in the township middle school, the difficulty in evaluating the professional title of the teachers, the heavy workload, the pressure of the examination, the tension of the family relationship and the low remuneration of the work.
(2) middle school teachers tend to adopt positive coping styles.
(3) there is a certain degree of job burnout in secondary school teachers, with "low sense of achievement" the most prominent.
(4) gender, there is no significant difference in the total score and dimensions of school teachers' occupational stress. The pressure of "self development needs" by the teacher in charge of class teachers is larger than that of non class teachers. The teaching age is less than 5 years. The pressure of "career expectation" for middle school teachers in 6-10 years is less than that of teachers of 11-20 years, while the teaching age is 6-10 years. The "career expectation" pressure of the middle school teachers is still less than the teacher who is more than 21 years old. In addition to the "family interpersonal" dimension, the teachers are more stressed than the secondary school teachers, and the junior high school teachers have 3 aspects of "test pressure", "work load", "career expectation". The stress of the experience is obviously greater than that of the high school teachers with a bachelor's degree. In addition, the pressure on "student factors", "self development needs" and "work load" is obviously greater than that of the secondary school teachers. The pressure of the married middle school teachers in the "test pressure" and "student factors" is more than the divorced middle school. The pressure experienced by teachers and unmarried middle school teachers is significantly higher than that of divorced teachers.
(5) sex, there is no significant difference between the class teacher, the school nature, and the marital status in various dimensions of the coping style of the middle school teachers. There is a significant difference between the teaching age and the educational background in each dimension of the coping style of the middle school teachers. The secondary school teachers and the teaching age for more than 21 years are more inclined to take a positive coping style than the teaching age for 6-10 years. The teaching age is 11-20 years, more than 21 years of secondary school teachers and teaching age less than 5 years of teachers, more inclined to take a positive coping style. Junior high school teachers with undergraduate education and undergraduate education, postgraduate education, more inclined to take positive coping style.
(6) there is no significant difference in the degree of school teachers' job burnout in high school teachers. There are significant differences in gender in all dimensions of job burnout in middle school teachers. Female teachers are more likely to have "emotional exhaustion" and "cynical" experience, while male teachers are more likely to have a "feeling of depression" experience. Class teachers and non class teachers are more prone to experience. Teachers are more prone to exhaustion than teachers. High school teachers over 21 years old have the highest emotional exhaustion experience. Private middle school teachers are more likely to have numbness and indifferent emotional experiences than teachers in public middle schools. Married middle school teachers tend to feel less feeling of accomplishment in their work.
(7) the total score of vocational pressure in middle school teachers and other dimensions except the "family interpersonal" dimension have significant negative correlation with positive coping, and there is a significant positive correlation with negative coping.
(8) there is a positive correlation between the score of occupational stress and the scores of all dimensions and the scores of all dimensions of job burnout. The higher the pressure of the middle school teachers, the higher the job burnout.
(9) there is a correlation between the various dimensions of the coping style of the middle school teachers and the various dimensions of the job burnout. The more positive coping styles the teachers adopt, the lower the emotional exhaustion they experience and the higher the sense of achievement of their work. While the teachers are more likely to treat their own same with a negative, negative and insensitive attitude when they adopt negative coping style. Things and students.
(10) coping styles play a mediating role between secondary school teachers' occupational stress and job burnout.

【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：B849

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