【摘要】：在中學(xué)教育的重要性越來越被人認(rèn)識到的今天,中學(xué)教師們嚴(yán)峻的教育和生活狀況也越發(fā)成為了人們關(guān)注的焦點。教師的職業(yè)倦怠雖說是一種看不見的隱性的影響,但是會影響教師的工作狀態(tài),而且對教師的心理健康狀況也有負(fù)面作用。然而,目前卻沒有一種有效的方式來降低教師的職業(yè)倦怠水平,更不知道在不同人格條件下怎樣調(diào)節(jié)教師的職業(yè)倦怠水平。正念是一種源于佛教禪修的概念和訓(xùn)練方式,包括覺察、注意和記憶三個主要成分,是一種毫不懷疑并全身心投入渾然忘我的、使自己全部的情感、想法以及軀體感覺被自己所接受的意識狀態(tài)。本研究提出運用正念訓(xùn)練來減輕高中教師的職業(yè)倦怠水平,特別地,還考慮人格特征對正念訓(xùn)練降低職業(yè)倦怠的影響。主要包括兩方面:(1)研究正念、人格與職業(yè)倦怠的相關(guān)關(guān)系;(2)挑選神經(jīng)質(zhì)、嚴(yán)謹(jǐn)性得分高教師參加正念訓(xùn)練,檢驗正念訓(xùn)練能否減低教師的職業(yè)倦怠水平。本次研究采用文獻(xiàn)分析、問卷調(diào)查和干預(yù)實驗的方法,所用問卷包括五因素正念量表、中國版簡式大五人格量表和職業(yè)倦怠量表。干預(yù)實驗采用前后測設(shè)計。問卷調(diào)查了來自內(nèi)蒙古自治區(qū)的194名高中教師,涉及高一教師76人,高二教師73人,高三教師45人。其中,有五名在神經(jīng)質(zhì)和嚴(yán)謹(jǐn)性維度上得分高的高中教師參與干預(yù)實驗。研究結(jié)果顯示,正念水平總體上與職業(yè)倦怠有顯著相關(guān);人格與正念和職業(yè)倦怠都有顯著相關(guān);以職業(yè)倦怠得分較高的教師為對象進(jìn)行為期四周的干預(yù)訓(xùn)練,前后測結(jié)果顯示,干預(yù)對象的職業(yè)倦怠水平有顯著降低(t=4.385,p0.05)。本次研究的結(jié)論是:(1)人格、正念、職業(yè)倦怠有顯著相關(guān);(2)正念訓(xùn)練能夠切實有效地降低高中教師職業(yè)倦怠水平。根據(jù)本研究的結(jié)果,學(xué)校與教師可以采用正念訓(xùn)練的干預(yù)方法調(diào)節(jié)職業(yè)倦怠水平。
[Abstract]:Nowadays, the importance of middle school education has been recognized more and more, and the severe education and living conditions of middle school teachers have become the focus of attention. Although the teacher's job burnout is an invisible and implicit influence, it will affect the teacher's working state and has a negative effect on the teacher's mental health. However, there is no effective way to reduce teachers' job burnout level, let alone how to regulate teachers' job burnout level under different personality conditions. Mindfulness is a concept and training method derived from Buddhist meditation. It consists of three main components: awareness, attention and memory. The state of consciousness in which ideas and physical feelings are accepted by one's own. This study proposes to use mindfulness training to reduce the level of high school teachers' job burnout, especially considering the influence of personality characteristics on mental training to reduce job burnout. It mainly includes two aspects: (1) to study the relationship between mindfulness, personality and job burnout; (2) to select neurotic, rigorous teachers to participate in mindfulness training, to test whether mindfulness training can reduce teachers' job burnout level. This study adopts the methods of literature analysis, questionnaire survey and intervention experiment. The questionnaire includes five factors mindfulness scale, Chinese version of Big five Personality scale and Job Burnout scale. The intervention experiment was designed before and after the test. A questionnaire survey was conducted among 194 senior high school teachers from Inner Mongolia Autonomous region, including 76 senior high school teachers, 73 junior high school teachers and 45 senior high school teachers. Five high school teachers with high scores in neuroticism and rigour participated in the intervention experiment. The results show that the level of mindfulness is significantly correlated with job burnout, personality is significantly correlated with mindfulness and burnout. Teachers with higher scores of job burnout were trained for four weeks. The results showed that the level of job burnout was significantly decreased (t = 4.385, p0.05). The conclusions of this study are as follows: (1) personality, mindfulness and job burnout are significantly correlated; (2) mindfulness training can effectively reduce the level of high school teachers' job burnout. According to the results of this study, schools and teachers can use mindfulness training to regulate the level of job burnout.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G635.1

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