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目的了解“5.12”灾区中小学教师的应对方式及职业倦怠的状况,分析应对方式及职业倦怠之间的关系。方法本研究采取分层抽样抽取广元市各区、青川县、剑阁县等中小学教师146名,使用《特质应对方式问卷》及《教师职业倦怠问卷》进行问卷调查。结果①灾后中小学教师的职业倦怠处于一般水平,整体应对方式较积极;②不同性别中小学教师的去人性化分数存在显著差异(F=9.68,P<0.01),地震中有无财产损失在积极及消极应对方式上均有显著差异(F=19.31,14.85;P<0.001),地震前后工作量的多少在个人成就感上存在显著差异(F=4.78,P<0.05);③灾后中小学教师的消极应对方式可以正向预测情绪衰竭(B=0.18,P<0.05),积极应对方式可以正向预测个人成就感(B=0.31,P<0.01)。结论灾难对灾区中小学教师职业倦怠的影响不明显,而应对方式可以很好地预测灾区中小学教师的职业倦怠程度。
Objective To understand the coping style of primary and secondary school teachers and the condition of burnout in “5.12 ” disaster areas and analyze the relationship between coping style and job burnout. Methods In this study, 146 samples of primary and secondary school teachers in Guangyuan, Qingchuan and Jiange counties were sampled by stratified sampling. Questionnaires of trait coping style and questionnaire of teacher burnout were used to conduct questionnaire survey. Results ① The primary and secondary school teachers’ post-disaster occupational burnout was at a general level and the overall coping style was more positive. ② The dehumanization scores of primary and secondary school teachers of different gender were significantly different (F = 9.68, P <0.01) There was significant difference (F = 19.31, 14.85; P <0.001) between the positive and negative coping styles. The workload before and after the earthquake had significant differences in personal accomplishment (F = 4.78, P <0.05) The negative coping style of teachers positively predicted emotional exhaustion (B = 0.18, P <0.05), and positive coping style positively predicted personal accomplishment (B = 0.31, P <0.01). Conclusion Disaster has no obvious effect on job burnout of primary and secondary school teachers in disaster area, but coping style can predict job burnout of primary and secondary school teachers well in disaster area.