農(nóng)村教師職業(yè)緊張與健康的關(guān)系研究
發(fā)布時(shí)間：2018-08-02 19:35
【摘要】： 教師是一種典型的緊張職業(yè)，其健康問(wèn)題由來(lái)已久。農(nóng)村教師是我國(guó)特殊的教師群體，與一般城市教師相比，他們工作條件差、基本職業(yè)健康保障難以落實(shí)、待遇低、工作人際關(guān)系緊張，健康狀況不佳。各種相關(guān)身心問(wèn)題較多，常見(jiàn)健康問(wèn)題包括咽喉炎、腸胃類疾病、頸椎和腰椎類疾病、心腦血管疾病、神經(jīng)衰弱等生理健康問(wèn)題，以及焦慮、強(qiáng)迫、煩躁、精神不振等心理健康問(wèn)題，同時(shí)還存在疲勞、失眠等亞健康問(wèn)題。 造成農(nóng)村教師不良健康狀況的職業(yè)原因主要有以下幾方面：工作技能提升空間受限，自我發(fā)展機(jī)會(huì)欠缺，職業(yè)素質(zhì)與教學(xué)工作要求間存在差距；學(xué)校用人制度的改革——聘用制的實(shí)施，增加了工作的不穩(wěn)定性，加劇了工作人際環(huán)境惡化；工作條件差、工作負(fù)荷大。根據(jù)Karasek的職業(yè)緊張理論提示，職業(yè)緊張的產(chǎn)生受工作要求、工作自主度影響。當(dāng)個(gè)人因工作自主度較低，而無(wú)法適當(dāng)解除或轉(zhuǎn)移工作需求的影響時(shí)，即表現(xiàn)出緊張的相關(guān)癥狀。據(jù)此，有必要研究該職業(yè)人群的職業(yè)緊張狀況以及與健康之間的關(guān)系。 本研究首次引入Karasek的職業(yè)緊張理論，探索農(nóng)村教師的職業(yè)緊張現(xiàn)狀及與健康之間的關(guān)系。以工作內(nèi)容量表中文版(chinese Version of Job Content Questionnaire，C-JCQ)、抑郁自評(píng)量表(self-rating Depression Scale，SDS)、焦慮自評(píng)量表(self-rating Anxiety Scale，SAS)和36條目簡(jiǎn)明量表(Short Form 36，SF-36)，分別測(cè)量農(nóng)村教師職業(yè)緊張、以焦慮抑郁為主要表現(xiàn)的心理健康狀況和生命質(zhì)量狀況。通過(guò)本研究，檢驗(yàn)了C-JCQ在農(nóng)村教師中的應(yīng)用，了解農(nóng)村教師職業(yè)緊張程度及特點(diǎn)，并探索農(nóng)村教師職業(yè)緊張與心理健康及生命質(zhì)量的關(guān)系。 1工作內(nèi)容量表中文版(C-JCQ)在農(nóng)村教師中的信度和效度研究 隨機(jī)整群抽取四川省和重慶市所轄的共5市20所農(nóng)村522名在職教師，回收有效問(wèn)卷448份。男性193人，女性255人。以主成分因子分析法結(jié)果和Cronbach’sα系數(shù)分別評(píng)價(jià)工作內(nèi)容量表中文版(C-JCQ)用于農(nóng)村教師職業(yè)人群時(shí)的結(jié)構(gòu)效度和信度。 研究結(jié)果發(fā)現(xiàn)，在結(jié)構(gòu)效度評(píng)價(jià)時(shí)，對(duì)問(wèn)卷進(jìn)行因子分析，共提取出特征根＞1的因子15個(gè)，累計(jì)貢獻(xiàn)率65.5％，因子貢獻(xiàn)率較大的F1、F2、F3、F4、F5、F6的累計(jì)貢獻(xiàn)率為42.0％。其中，F(xiàn)1、F2、F4、F6這4個(gè)因子與問(wèn)卷的理論模型關(guān)系密切，共包括了49個(gè)條目中的38個(gè)，因子載荷絕對(duì)值最大(＞0.35)的條目分布與問(wèn)卷的理論構(gòu)想基本一致。在信度評(píng)價(jià)時(shí)，三個(gè)主要維度——工作自主度、工作要求、工作場(chǎng)所社會(huì)支持度的Cronbach’sα系數(shù)均接近0.6或在0.6以上。宏觀決策自主度與工作不穩(wěn)定性兩個(gè)模塊的Cronbach’sα系數(shù)較低，分別為-0.03和-0.05。 以上結(jié)果表明，C-JCQ符合社會(huì)心理學(xué)測(cè)量要求，可用于農(nóng)村教師的職業(yè)緊張測(cè)量。 2農(nóng)村教師職業(yè)緊張程度、特點(diǎn)及與健康效應(yīng)的關(guān)系研究 2．1農(nóng)村教師職業(yè)緊張程度及特點(diǎn) 在同一研究對(duì)象中，采用工作內(nèi)容量表中文版(C-JCQ)、抑郁自評(píng)量表(SDS)、焦慮自評(píng)量表(SAS)和36條目簡(jiǎn)明量表(SF-36)，分別了解研究對(duì)象的職業(yè)緊張?zhí)攸c(diǎn)，，以焦慮抑郁為主要表現(xiàn)的心理健康狀況和生命質(zhì)量狀況。 研究結(jié)果表明，與醫(yī)務(wù)人員相比，農(nóng)村教師的工作自主度得分較高，工作心理要求得分較低，農(nóng)村教師的職業(yè)緊張程度低于醫(yī)務(wù)人員。根據(jù)工作要求-工作自主度模型定義職業(yè)緊張，發(fā)現(xiàn)分別有23.8％和28.5％的研究對(duì)象屬于高緊張型和低緊張型，工作場(chǎng)所社會(huì)支持度對(duì)職業(yè)緊張程度有影響(P＜0.01)。 這一結(jié)果提示，農(nóng)村教師的職業(yè)緊張應(yīng)由工作自主度、工作要求、工作場(chǎng)所社會(huì)支持度三個(gè)維度構(gòu)成。在此定義下，農(nóng)村教師職業(yè)緊張的檢出率為15.6％，工齡是其職業(yè)緊張的影響因素(P=0.03)，工齡在10到20年之間(包括10年，不包括20年)者的緊張檢出率最高，為21.3％。 2．2農(nóng)村教師健康狀況與職業(yè)緊張的關(guān)系 研究發(fā)現(xiàn)，農(nóng)村教師的心理問(wèn)題檢出率為63.0％，與職業(yè)緊張顯著相關(guān)(OR=3.0，95％CI：1.6～5.6)，職業(yè)緊張組明顯高于非職業(yè)緊張組(P＜0.01)，前者心理問(wèn)題檢出率81.4％，后者心理問(wèn)題檢出率59.6％。另外，評(píng)價(jià)農(nóng)村教師的生命質(zhì)量，無(wú)論男女，SF-36各維度得分均顯著低于四川省農(nóng)村居民的參考值(P＜0.01)，其生命質(zhì)量比一般農(nóng)村居民差；農(nóng)村教師生命質(zhì)量與職業(yè)緊張有關(guān)：除PF維度外，不同職業(yè)緊張狀況農(nóng)村教師的生命質(zhì)量有顯著差異(P＜0.05)：非緊張組農(nóng)村教師的生命質(zhì)量好于緊張組。 以上結(jié)果提示，農(nóng)村教師的職業(yè)緊張可作為預(yù)測(cè)其健康狀況的相關(guān)指標(biāo)。今后有必要利用C-JCQ在更大樣本職業(yè)人群中，對(duì)高危人群進(jìn)行篩查，為進(jìn)一步開(kāi)展職業(yè)緊張干預(yù)研究做準(zhǔn)備。
[Abstract]:Teachers are a typical tension occupation, their health problems have a long history. Rural teachers are a special group of teachers in our country. Compared with the general urban teachers, their working conditions are poor, their basic occupational health guarantee is difficult to be implemented, the treatment is low, the interpersonal relationship is tense, and the health condition is poor. There are many related physical and mental problems and common health problems. Including pharyngitis, gastrointestinal diseases, cervical and lumbar diseases, cardiovascular and cerebrovascular diseases, neurasthenia and other physiological health problems, as well as anxiety, compulsion, irritability, debility and other mental health problems, as well as fatigue, insomnia, and other sub health problems.
The occupational reasons for the poor health of rural teachers mainly include the following aspects: the limited space of the work skills, the lack of self development opportunities, the gap between the professional quality and the requirements of the teaching work, the reform of the employment system of the school employing system, which has increased the instability of the work and aggravated the bad interpersonal environment. According to the occupational stress theory of Karasek, the production of occupational stress is affected by the job requirements and the degree of work autonomy. It is necessary to study the occupational population when the individual is unable to properly remove or transfer the influence of work demand because of the low degree of work autonomy. The relationship between occupational stress and health.
This study first introduced the occupational stress theory of Karasek to explore the status of occupational stress and the relationship between rural teachers' occupational stress and their relationship with health. The Chinese version of the work content scale (Chinese Version of Job Content Questionnaire, C-JCQ), the self rating Depression Scale (self-rating Depression Scale, SDS), and the self rating Anxiety Scale AS) and the 36 item concise scale (Short Form 36, SF-36) were used to measure the mental health status and quality of life of rural teachers, with anxiety and depression as the main manifestations. Through this study, the application of C-JCQ in rural teachers was tested to understand the tension and characteristics of rural teachers' occupational stress and to explore the occupational stress of rural teachers and to explore the occupational stress of rural teachers. The relationship between mental health and quality of life.
1 reliability and validity of Chinese version of job content scale (C-JCQ) among rural teachers
522 in-service teachers from 20 rural areas under the jurisdiction of Sichuan and Chongqing were randomly selected to recover 448 copies of effective questionnaires, 193 men and 255 women. The results of principal component factor analysis and Cronbach 's alpha coefficient were used to evaluate the structural validity and reliability of the Chinese version of the work content scale (C-JCQ) for the occupational population of rural teachers.
The results of the study found that in the evaluation of structure validity, the factor analysis of the questionnaire was carried out, and 15 factors of the characteristic root > 1 were extracted, the cumulative contribution rate was 65.5%. The cumulative contribution rate of F1, F2, F3, F4, F5 and F6 was 42.0%., the 4 factors of F1, F2, F4, F6 were closely related to the theoretical model of the questionnaire, including 49 entries. 38, the distribution of the maximum absolute value of factor load (> 0.35) is basically the same as the theory of the questionnaire. In the reliability evaluation, the three main dimensions, the work autonomy, the work requirement, the Cronbach 's alpha coefficient of the social support degree of the workplace are close to 0.6 or 0.6. The macro decision-making autonomy and the work instability are the two modules. The Cronbach 's alpha coefficients of blocks are lower, -0.03 and -0.05. respectively.
The above results show that C-JCQ meets the requirements of social psychological survey and can be used for occupational stress measurement in rural areas.
2 the degree of occupational stress, characteristics of rural teachers and its relationship with health effects
2.1 rural teachers' occupational stress and characteristics
In the same subjects, the Chinese version of the work content scale (C-JCQ), the self rating Depression Scale (SDS), the self rating Anxiety Scale (SAS) and the 36 item concise scale (SF-36) were used to understand the occupational stress characteristics of the subjects, and the mental health and quality of life were mainly characterized by anxiety and depression.
The results show that, compared with the medical staff, the rural teachers have higher job autonomy score, lower job psychological requirements, and the occupational stress of rural teachers are lower than those of the medical staff. According to the job autonomy model, the occupational stress is defined, and 23.8% and 28.5% of the subjects are of high tension and low level, respectively. Tense type, workplace social support had an effect on occupational stress level (P < 0.01).
The results suggest that the occupational stress of rural teachers should be composed of three dimensions of job autonomy, job requirements, and social support in the workplace. Under this definition, the detection rate of occupational stress in rural teachers is 15.6%, the working age is the influence factor of occupational stress (P=0.03), and the working age is between 10 and 20 years (including 10 years, excluding 20 years). The rate of tension detection was the highest, 21.3%.
2.2 the relationship between occupational stress and health status of rural teachers
The study found that the psychological problem detection rate of rural teachers was 63%, which was significantly related to occupational stress (OR=3.0,95%CI:1.6 ~ 5.6), and the occupational stress group was significantly higher than that of non occupational stress group (P < 0.01), the former was 81.4%, the latter was 59.6%., and the quality of life of rural teachers was evaluated, whether men and women, SF- 36 The scores of each dimension were significantly lower than the reference values of rural residents in Sichuan (P < 0.01), and their quality of life was worse than that of the general rural residents; the quality of life of rural teachers was related to occupational stress: except for the PF dimension, the quality of life of rural teachers with different occupational stress was significantly different (P < 0.05): the quality of life of the rural teachers in the non tense group was the quality of life (P < 0.05). It's better than the tension group.
The above results suggest that occupational stress in rural teachers can be used as a predictor of their health status. It is necessary to use C-JCQ in the larger sample population to screen for high-risk groups in the future and prepare for further research on occupational stress intervention.
【學(xué)位授予單位】：四川大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2007
【分類號(hào)】：R395
本文編號(hào)：2160510
[Abstract]:Teachers are a typical tension occupation, their health problems have a long history. Rural teachers are a special group of teachers in our country. Compared with the general urban teachers, their working conditions are poor, their basic occupational health guarantee is difficult to be implemented, the treatment is low, the interpersonal relationship is tense, and the health condition is poor. There are many related physical and mental problems and common health problems. Including pharyngitis, gastrointestinal diseases, cervical and lumbar diseases, cardiovascular and cerebrovascular diseases, neurasthenia and other physiological health problems, as well as anxiety, compulsion, irritability, debility and other mental health problems, as well as fatigue, insomnia, and other sub health problems.
The occupational reasons for the poor health of rural teachers mainly include the following aspects: the limited space of the work skills, the lack of self development opportunities, the gap between the professional quality and the requirements of the teaching work, the reform of the employment system of the school employing system, which has increased the instability of the work and aggravated the bad interpersonal environment. According to the occupational stress theory of Karasek, the production of occupational stress is affected by the job requirements and the degree of work autonomy. It is necessary to study the occupational population when the individual is unable to properly remove or transfer the influence of work demand because of the low degree of work autonomy. The relationship between occupational stress and health.
This study first introduced the occupational stress theory of Karasek to explore the status of occupational stress and the relationship between rural teachers' occupational stress and their relationship with health. The Chinese version of the work content scale (Chinese Version of Job Content Questionnaire, C-JCQ), the self rating Depression Scale (self-rating Depression Scale, SDS), and the self rating Anxiety Scale AS) and the 36 item concise scale (Short Form 36, SF-36) were used to measure the mental health status and quality of life of rural teachers, with anxiety and depression as the main manifestations. Through this study, the application of C-JCQ in rural teachers was tested to understand the tension and characteristics of rural teachers' occupational stress and to explore the occupational stress of rural teachers and to explore the occupational stress of rural teachers. The relationship between mental health and quality of life.
1 reliability and validity of Chinese version of job content scale (C-JCQ) among rural teachers
522 in-service teachers from 20 rural areas under the jurisdiction of Sichuan and Chongqing were randomly selected to recover 448 copies of effective questionnaires, 193 men and 255 women. The results of principal component factor analysis and Cronbach 's alpha coefficient were used to evaluate the structural validity and reliability of the Chinese version of the work content scale (C-JCQ) for the occupational population of rural teachers.
The results of the study found that in the evaluation of structure validity, the factor analysis of the questionnaire was carried out, and 15 factors of the characteristic root > 1 were extracted, the cumulative contribution rate was 65.5%. The cumulative contribution rate of F1, F2, F3, F4, F5 and F6 was 42.0%., the 4 factors of F1, F2, F4, F6 were closely related to the theoretical model of the questionnaire, including 49 entries. 38, the distribution of the maximum absolute value of factor load (> 0.35) is basically the same as the theory of the questionnaire. In the reliability evaluation, the three main dimensions, the work autonomy, the work requirement, the Cronbach 's alpha coefficient of the social support degree of the workplace are close to 0.6 or 0.6. The macro decision-making autonomy and the work instability are the two modules. The Cronbach 's alpha coefficients of blocks are lower, -0.03 and -0.05. respectively.
The above results show that C-JCQ meets the requirements of social psychological survey and can be used for occupational stress measurement in rural areas.
2 the degree of occupational stress, characteristics of rural teachers and its relationship with health effects
2.1 rural teachers' occupational stress and characteristics
In the same subjects, the Chinese version of the work content scale (C-JCQ), the self rating Depression Scale (SDS), the self rating Anxiety Scale (SAS) and the 36 item concise scale (SF-36) were used to understand the occupational stress characteristics of the subjects, and the mental health and quality of life were mainly characterized by anxiety and depression.
The results show that, compared with the medical staff, the rural teachers have higher job autonomy score, lower job psychological requirements, and the occupational stress of rural teachers are lower than those of the medical staff. According to the job autonomy model, the occupational stress is defined, and 23.8% and 28.5% of the subjects are of high tension and low level, respectively. Tense type, workplace social support had an effect on occupational stress level (P < 0.01).
The results suggest that the occupational stress of rural teachers should be composed of three dimensions of job autonomy, job requirements, and social support in the workplace. Under this definition, the detection rate of occupational stress in rural teachers is 15.6%, the working age is the influence factor of occupational stress (P=0.03), and the working age is between 10 and 20 years (including 10 years, excluding 20 years). The rate of tension detection was the highest, 21.3%.
2.2 the relationship between occupational stress and health status of rural teachers
The study found that the psychological problem detection rate of rural teachers was 63%, which was significantly related to occupational stress (OR=3.0,95%CI:1.6 ~ 5.6), and the occupational stress group was significantly higher than that of non occupational stress group (P < 0.01), the former was 81.4%, the latter was 59.6%., and the quality of life of rural teachers was evaluated, whether men and women, SF- 36 The scores of each dimension were significantly lower than the reference values of rural residents in Sichuan (P < 0.01), and their quality of life was worse than that of the general rural residents; the quality of life of rural teachers was related to occupational stress: except for the PF dimension, the quality of life of rural teachers with different occupational stress was significantly different (P < 0.05): the quality of life of the rural teachers in the non tense group was the quality of life (P < 0.05). It's better than the tension group.
The above results suggest that occupational stress in rural teachers can be used as a predictor of their health status. It is necessary to use C-JCQ in the larger sample population to screen for high-risk groups in the future and prepare for further research on occupational stress intervention.
【學(xué)位授予單位】：四川大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2007
【分類號(hào)】：R395
【引證文獻(xiàn)】
相關(guān)碩士學(xué)位論文 前1條
1 劉彥;中專衛(wèi)校專職教師職業(yè)疲勞與工作負(fù)荷、應(yīng)對(duì)方式的關(guān)聯(lián)性研究[D];河南大學(xué);2010年
本文編號(hào)：2160510
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