本文選題：高校教師　切入點(diǎn)：職業(yè)緊張　出處：《遼寧醫(yī)學(xué)院》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：目的 探討錦州市高校教師職業(yè)緊張程度和生活質(zhì)量現(xiàn)況，分析職業(yè)緊張的影響因素、生活質(zhì)量的影響因素以及職業(yè)緊張對(duì)生活質(zhì)量的影響。為降低高校教師職業(yè)緊張水平、提高高校教師生活質(zhì)量，促進(jìn)高校教師身心健康提供理論參考。 方法 采用現(xiàn)況調(diào)查的設(shè)計(jì)，使用隨機(jī)抽樣的方法，抽取錦州市高校1845名教師作為研究對(duì)象，分析錦州市高校教師職業(yè)緊張和生活質(zhì)量的現(xiàn)況，，及職業(yè)緊張對(duì)生活質(zhì)量的影響。 采用目前國際公認(rèn)的職業(yè)緊張量表(occupational stressinventory revised edition，OSI R，1998)對(duì)錦州市高校教師進(jìn)行職業(yè)緊張測評(píng)，同時(shí)采用健康狀況調(diào)查問卷(the MOS36 item short form health survey,SF 36)對(duì)調(diào)查對(duì)象進(jìn)行生活質(zhì)量測評(píng)。 應(yīng)用SPSS17.0軟件進(jìn)行統(tǒng)計(jì)分析，使用單因素方差分析和兩兩比較法找出職業(yè)緊張和生活質(zhì)量的影響因素，運(yùn)用多重線性回歸分析高校教師職業(yè)緊張和生活質(zhì)量的關(guān)系。 結(jié)果 不同類別高校間教師個(gè)體緊張反應(yīng)不完全相同(P 0.05)，遼寧工業(yè)大學(xué)的緊張反應(yīng)最強(qiáng)烈，渤海大學(xué)的緊張反應(yīng)最輕。不同性別高校教師間職業(yè)任務(wù)、個(gè)體緊張反應(yīng)均不相同(P 0.05)，男性教師的職業(yè)任務(wù)更重，職業(yè)緊張反應(yīng)也更強(qiáng)。不同學(xué)歷高校教師在職業(yè)任務(wù)與個(gè)體緊張反應(yīng)方面得分不完全相同(P 0.05)，碩士及以上學(xué)歷的高校教師職業(yè)任務(wù)最重、個(gè)體緊張反應(yīng)也最強(qiáng)烈。不同婚姻狀況高校教師在職業(yè)任務(wù)、個(gè)體緊張反應(yīng)得分均不完全相同(P 0.05)，未婚者職業(yè)任務(wù)、個(gè)體緊張反應(yīng)得分最低；分居者職業(yè)任務(wù)、個(gè)體緊張反應(yīng)得分最高。 不同高校間教師生活質(zhì)量不完全相同(P 0.05)，在生理健康評(píng)價(jià)、生理功能、生理職能、總體健康、社會(huì)功能、情感職能、精神健康方面渤海大學(xué)的得分均是最高的，遼寧工學(xué)院的得分最低。不同性別高校教師間生活質(zhì)量不相同(P 0.05)，女性教師的生理健康水平、心理健康中的社會(huì)功能和精神健康均顯著高于男性教師。不同學(xué)歷高校教師生活質(zhì)量得分不完全相同(P 0.05)，碩士及以上學(xué)歷的高校教師在總體健康、心理健康評(píng)價(jià)、活力和情感職能方面得分均較低。不同婚姻狀況高校教師生活質(zhì)量不完全相同(P 0.05)，在生活質(zhì)量的各維度，未婚者和與異性同居者得分均較高，離婚者和分居者得分較低。 職業(yè)任務(wù)、個(gè)體緊張反應(yīng)是高校教師生活質(zhì)量的重要影響因素。職業(yè)任務(wù)、個(gè)體緊張反應(yīng)得分越高生理健康維度得分越低（P 0.05）；心理健康與職業(yè)任務(wù)、個(gè)體緊張反應(yīng)的回歸系數(shù)為負(fù)（P 0.05）。 結(jié)論 錦州市高校教師生活質(zhì)量與職業(yè)緊張有關(guān)聯(lián)，持續(xù)的職業(yè)緊張可以導(dǎo)致生活質(zhì)量下降。提高高校教師生活質(zhì)量應(yīng)以緩解職業(yè)緊張為重點(diǎn)。
[Abstract]:Purpose. This paper probes into the present situation of occupational stress and quality of life of college teachers in Jinzhou, analyzes the influencing factors of occupational stress, the influencing factors of quality of life and the influence of occupational stress on the quality of life, in order to reduce the level of occupational stress of teachers in colleges and universities. To improve the quality of life of college teachers, to promote the physical and mental health of university teachers to provide a theoretical reference. Method. Using the method of random sampling, 1845 teachers in Jinzhou University were selected as the research objects, and the present situation of occupational stress and quality of life of teachers in Jinzhou City were analyzed, and the influence of occupational stress on the quality of life was analyzed. The occupational stress scale was used to evaluate the occupational stress of university teachers in Jinzhou city in 1998, and the MOS36 item short form health survey was used to evaluate the quality of life of the survey subjects by using the occupation rational stressinventory scale and the OSI / OSI / 1998 / 1998. At the same time, the quality of life (QOL) was evaluated by the MOS36 item short form health survey (SF-36). SPSS17.0 software was used to make statistical analysis, single factor variance analysis and pairwise comparison were used to find out the influencing factors of occupational stress and quality of life, and multiple linear regression analysis was used to analyze the relationship between occupational stress and quality of life of college teachers. Results. The individual stress responses of teachers among different types of universities are not exactly the same (P 0.05), the stress response of Liaoning University of Technology is the strongest, and that of Bohai University is the least. The individual stress response was different (P 0.05), and male teachers had more serious professional tasks. Teachers with different degrees of education had different scores in terms of occupational task and individual stress response, and teachers with master's degree or above had the most serious vocational task. The individual stress response was also the strongest. The scores of individual stress response of college teachers with different marital status were not exactly the same (P 0.05), while those who were unmarried had the lowest individual stress response. Individual stress scores were the highest. The quality of life of teachers in different colleges and universities is not exactly the same (P 0.05). The scores of Bohai University are the highest in terms of physical health evaluation, physiological function, physiological function, general health, social function, emotional function and mental health. Liaoning Institute of Technology had the lowest score. The quality of life was different among teachers of different genders, and the physiological health level of female teachers was higher than that of female teachers. Social function and mental health in mental health were significantly higher than that in male teachers. The scores of quality of life of college teachers with different degrees were not identical (P 0.05). The teachers with master's degree or above were evaluated in general health and mental health. The scores of vitality and affective function were lower. The quality of life of college teachers with different marital status was not exactly the same (P 0.05). In all dimensions of quality of life, the scores of unmarried and heterosexual cohabitants were higher, and those who divorced and separated scored lower. The higher the score of occupational task, the lower the score of physiological and health dimension, the lower the score of mental health and occupational task. The regression coefficient of individual stress response was negative P 0.05. Conclusion. The quality of life of college teachers in Jinzhou is related to the occupational stress, and the continuous occupational stress can lead to the decline of the quality of life. The emphasis of improving the quality of life of college teachers should be to alleviate the occupational stress.
【學(xué)位授予單位】：遼寧醫(yī)學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：B849;R395

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