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目的探讨西藏中小学教师的亚健康与职业倦怠的关系。方法采用职业倦怠问卷(Maslach)和亚健康量表,以628名西藏中小学教师为被试采用不记名问卷调查。结果 (1)西藏中小学教师生理健康与心理健康状况显著低于一般人群,社会健康状况显著高于一般人群;西藏藏族中小学教师存在职业倦怠,但尚未达到中度水平。(2)相关分析显示,职业倦怠与亚健康呈显著负相关(P﹤0.01)。(3)回归分析发现,去个性化和情感衰竭是影响教师生理亚健康的主要因素,低成效感和情感衰竭是影响心理亚健康的主要因素,情感衰竭、成效感和去个性化是影响社会亚健康的主要因素。结论西藏藏族中小学教师职业倦怠是影响其亚健康的重要因素。相关部门应采取一些措施,降低中小学教师的职业倦怠,提高他们的健康水平。
Objective To explore the relationship between sub-health and job burnout among primary and secondary school teachers in Tibet. Methods Using the Maslach and Sub-health Scale, 628 Tibetan primary and secondary school teachers were employed to conduct an anonymous questionnaire survey. Results (1) Physiological and mental health status of primary and secondary school teachers in Tibet was significantly lower than that of the general population, and social health status was significantly higher than that of the general population. Teachers in Tibetan Tibetan primary and secondary schools experienced job burnout but not yet reached a moderate level. (2) Correlation analysis showed that there was a significant negative correlation between job burnout and sub-health (P <0.01). (3) Regression analysis found that depersonalization and emotional exhaustion are the main factors that affect teachers’ sub-health. Low efficacy and emotional exhaustion are the main factors that affect sub-health psychology. Emotional exhaustion, efficacy and depersonalization are the main factors influencing social Sub-health of the main factors. Conclusion The occupational burnout of Tibetan Tibetan primary and secondary school teachers is an important factor that affects their sub-health. Relevant departments should take some measures to reduce the primary and secondary school teachers’ burnout and improve their health level.