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[目的]研究中学教师职业紧张与应对方式及社会支持的关系。[方法]采用职业紧张量表修订版(OSI-R)、社会支持评定量表、简易应对方式问卷,根据分层整群抽样方法,抽取中学在职任课的3 500名教师进行现场问卷调查。[结果]中学教师职业紧张水平与中国西南地区职业紧张常模比较,差异有统计学意义(P<0.01)。不同性别间消极应对方式得分比较,差异有统计学意义(P<0.01)。不同民族教师间应对方式比较,除解决问题外,差异均有统计学意义(P<0.01);初、高中教师间应对方式比较,除求助和退避外,差异均有统计学意义(P<0.01)。不同人口学特征教师社会支持总分比较,差异均有统计学意义(P<0.01)。不同紧张水平间教师应对方式及社会支持情况,差异有统计学意义(P<0.01)。解决问题因素对职业紧张反应影响较大(P<0.01)。[结论]中学教师职业紧张与应对方式及社会支持有关,应鼓励教师多采用积极应对方式及增加教师社会支持度来降低中学教师职业紧张,提高生命及工作质量。
[Objective] To study the relationship between occupational stress and coping style and social support of middle school teachers. [Methods] The OSI-R, social support rating scale and simple coping style questionnaire were used to survey 3,500 teachers in middle school on the basis of stratified cluster sampling method. [Results] The occupational stress level of middle school teachers was significantly different from that of occupational stress in Southwest China (P <0.01). Negative coping styles scores among different genders were statistically significant (P <0.01). Comparing the coping styles among teachers of different nationalities, except for solving the problems, the differences were statistically significant (P <0.01). There were significant differences in coping styles among teachers in junior and senior high schools except for help and retreat (P <0.01) ). The total social support scores of teachers with different demographic characteristics were significantly different (P <0.01). There were significant differences in coping style and social support among teachers at different levels of stress (P <0.01). Solving the problem of occupational stress response greater impact (P <0.01). [Conclusion] The secondary school teachers ’occupational stress is related to the coping style and social support. Teachers should be encouraged to adopt more positive coping styles and increase teachers’ social support to reduce occupational stress and improve the quality of life and work.