中学教师职业压力与人格特质的相关研究

发布时间：2018-03-19 10:20

本文选题：中学教师　切入点：职业压力　出处：《西南大学》2007年硕士论文　论文类型：学位论文

【摘要】： 中学教师职业压力状况不仅牵涉教师个体身心健康的好坏，而且也关乎教育对象——中学生的健康成长。可以说，它同整个基础教育事业的发展是息息相关的。基于这一点，本研究锁定我国中学教师为研究对象，采用了文献分析、访谈及问卷调查等研究方法，并运用探索性因素分析、相关分析及回归分析、路径分析等统计方法对收集的数据进行处理，分别考察了教师职业压力的内部结构，并比较了不同人口统计学变量在职业压力各维度上的差异，同时初步探讨了教师职业压力与人格特质的关系，然后根据研究结果为教师职业压力管理找到有效的应对策略，为教师心理素质的优化提供有效的教育干预建议。本研究的初步结论是：第一，我国中学教师职业压力模型包括五个维度：组织及教学环境、工作负荷、职业人际交往、学生因素和自我职业发展。我国中学教师职业压力状况总体上虽然处于中度及以下水平，但在组织及教学环境和工作负荷上的职业压力相对较高，而在学生因素、自我职业发展和职业人际交往上的职业压力相对较低。第二，从性质上对职业压力进行区分，，包括正性压力与负性压力。研究发现，无论正性压力情境下，还是负性压力情境下，中学教师职业压力各因子均呈现显著性差异。教师面临最多的职业压力是正性压力。另外，在负性压力中，又以组织及教学环境和工作负荷维度上的压力最大。第三，中学教师人口统计学变量对职业压力的影响包括：(1)男性比女性承受更重的职业人际交往压力；(2)拥有不同学历的教师之间职业压力没有显著性差异；(3)教龄对工作负荷和学生因素两个维度存在主效应，而在职业压力总体及其它三个维度上无显著性差异；(4)总体上看，无职称的教师承受的职业压力不如高级、中级、初级职称的教师严重；(5)学校类别对职业压力总体及组织及教学环境、工作负荷、学生因素三个维度均存在明显的主效应；(6)是否是班主任对职业压力总体和除组织及教学环境外的四个因子均有明显的主效应，担任班主任职务的教师比不担任的教师要承受更严重的职业压力；(7)是否是毕业班任课教师只对职业压力中的工作负荷因子有明显的主效应，担任毕业班的任课教师要比不担任的教师承载更重的工作负荷；(8)已经离异的教师比已婚或未婚的教师承受着更高的来自职业压力总体及其各子维度的职业压力，而已婚和未婚的教师之间无显著性差异；(9)在职业压力总体及职业人际交往、学生因素、自我职业发展三个维度上，婚姻质量不好的教师比婚姻质量良好、一般的以及未婚的教师要承受更大的压力。第四，中学教师职业压力总分与人格特质的总分存在显著相关。人格特质各维度都对职业压力总体情况具有一定的预测性，其中外向性、情绪敏感性与责任意识三个子维度均对职业压力总体具有明显的预测性，其贡献率依次递减。
[Abstract]:The situation of teacher occupation pressure of high school is not only related to health quality of teachers' physical and mental, but also for the object of education, the healthy growth of students. It can be said that as a whole the development of basic education is closely related. Based on this, this research targets for secondary school teachers in China as the research object, using literature analysis, interview and the methods of questionnaire investigation, exploratory factor analysis and using correlation analysis and regression analysis of statistical methods for the collection of path analysis, the internal structure of the teacher occupation pressure were investigated, and compared the differences of different demographic variables in the dimensions of occupation pressure, and discuss the relation between the occupation pressure with the personality of teachers, to find effective strategies and then according to the research results of teachers occupation stress management, provide for the teachers' psychological quality optimization Effective advice on education intervention.
The preliminary conclusions of this study are as follows:
First, occupation stress of middle school teachers includes five dimensions: organization and teaching environment, work load, occupation interpersonal communication, student factors and self occupation occupation pressure. Development status of middle school teachers in China are generally in moderate and low level, but the occupation pressure in the organization and teaching environment and the working load is relatively high but, in the student factors, occupation pressure self occupation development and occupation of social communication is relatively low.
Second, to distinguish from the nature of occupation pressure, including positive pressure and negative pressure. The study found that both positive pressure situations, or negative pressure situations, each factor of middle school teachers' occupation pressure showed significant differences. Most of the teachers are facing the occupation pressure of positive pressure. In addition, in the negative the pressure in the organization and teaching environment and work load on the dimension of the maximum pressure.
Third, the influence of demographic variables of middle school teachers on occupational stress includes: (1) men have more occupational interpersonal pressure than females; (2) there is no significant difference in occupational stress between teachers with different academic qualifications; (3) teaching age on workload and learning.
The main effect of the two dimensions of factors, but there is no significant difference in the overall occupation pressure and other three dimensions; (4) on the whole, no teachers bear the occupation pressure as senior, intermediate, junior teacher serious; (5) the occupation school category pressure and the overall organization and the teaching environment, work load, there were obvious main effect in three dimensions of student factors; (6) whether it is a class of occupation and the overall pressure in addition to the organization and teaching environment of the four factors had significant main effect, the teachers should bear the duty as a teacher occupation pressure is more serious than as a teacher; (7) is a graduating class of teachers only have main effect on work load factor occupation pressure, as a graduating class of teachers than not as teachers carrying heavier workload; (8) have been divorced than teachers Married or unmarried teachers suffer from higher occupation pressure in general and its sub dimensions of the occupation pressure, there was no significant difference between married and unmarried teachers; (9) in the overall occupation and occupation pressure of interpersonal communication, student factors, self occupation development in three dimensions, the poor quality of teachers than marriage marriage quality is good, general and unmarried teachers should bear more pressure.
Fourth, there is a significant correlation of middle school teachers occupation stress scores and personality scores. Personality dimension has certain predictability on the overall situation of the occupation pressure, extraversion, emotional sensitivity and sense of responsibility three dimensions have significant pressure on prediction of the contribution rate of overall occupation, in descending order.

【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G443

【引证文献】