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目的 探讨教师职业紧张的应对资源状况。方法 采用职业紧张量表对 146 0例中小学教师和 319例非教育工作的脑力劳动者进行职业紧张、紧张反应和应对资源测试。结果 教师应对资源水平愈高 ,职业紧张反应愈低 ,呈负相关关系 ;教师组应对资源显著高于非教师组 ,分别为(130 4± 18 2 )分和 (12 6 9± 19 1)分 ;教师的应对资源随着年龄的增加而下降 ,即年龄从小于 30岁组到 5 0岁组 ,应对资源得分从 (134 1± 18 1)分降至 (12 8 5± 17 5 )分 ;女教师的应对资源高于男教师 ,分别为 (131 4± 18 3)分和 (12 9 4± 18 1)分 ;小学教师的应对资源明显高于中学教师 ,分别为 (132 7±18 1)分和 (12 8 5± 18 1)分。结论 增强中学教师的应对资源 ,特别是中学男教师的应对资源 ,对于减少职业紧张反应、提高教学效率具有重要意义
Objective To explore the status of teachers’ professional stress response resources. Methods The occupational stress questionnaire was used to carry out occupational stress, nervousness and resource management tests on 146 0 primary and secondary school teachers and 319 non-education mental workers. Results Teachers should deal with the higher level of resources, the lower the occupational stress response, and the negative correlation between teachers and teachers. The response rate of teachers was significantly higher than that of non-teachers (130 4 ± 18 2) and (12 6 9 ± 19 1) respectively ; Teachers’ coping resources decreased with age, that is, from less than 30 years of age to 50 years of age, the resources to be dealt with dropped from (134 1 ± 18 1) points to (12 8 5 ± 17 5) points; The female teachers ’coping resources were higher than male teachers, respectively (131 4 ± 18 3) and (12 9 4 ± 18 1) points. Primary school teachers’ coping resources were significantly higher than those of secondary school teachers (132 7 ± 18 1 ) Points and (12 8 5 ± 18 1) points. Conclusion Enhancing the secondary school teachers ’coping resources, especially the secondary school male teachers’ coping resources, is of great significance to reduce the occupational stress reaction and improve the teaching efficiency