高职教师职业倦怠与心理控制源、应对方式的关系研究

发布时间：2018-02-02 17:18

本文关键词： 高职教师职业倦怠心理控制源应对方式　出处：《新乡医学院》2013年硕士论文　论文类型：学位论文

【摘要】：背景教师职业倦怠已成为社会普遍关注的热点问题,但针对高职教师的研究起步迟、进展慢、数量少、层次浅。伴随着高等职业教育的快速发展,高职教师群体工作、生活和健康状态等,直接关系到师生的成长、学校的发展,关系到我国高等职业教育的兴衰。开展高职教师职业倦怠的相关研究具有重要理论和实践意义。目的了解高职教师职业倦怠、心理控制源及应对方式的现状,并探索高职教师职业倦怠与心理控制源、应对方式之间的关系。方法采取整群抽样法,应用《教师职业倦怠量表》(MBI-ES)、《心理控制源量表》(IPC)和《简易应对方式问卷》(SCSQ)对安徽省铜陵市2所高职院校在编教师进行问卷调查。共发放问卷281份,实际收回263份,有效问卷221份。结果①高职教师职业倦怠总均分为(1.97±0.64)；男教师情绪衰竭得分显著高于女教师(P0.05)；在职业倦怠的总均分上,26岁以下及31-35岁的教师要显著高于26-30岁的教师(P0.05)；在去个性化均分上,26岁以下的教师要显著高于26-30岁及36岁以上的教师(P0.05)。②高职教师心理控制源的内控性、有势力的他人、机遇得分分别为(27.71±6.16)、(20.00±7.65)、(18.83±6.78),内控性得分显著低于常模(P0.001)；在有势力的他人维度得分上,中级职称组及副高职称组教师显著高于初级职称组(P0.001或P0.05)；在机遇得分上,中级职称组教师显著高于初级职称组(P0.01)。③高职教师应对方式的积极应对、消极应对均分分别为(1.99±0.48)、(1.11±0.52)；积极应对均分显著高于常模(P0.001),消极应对均分显著低于常模(P0.001)。④高职教师心理控制源内控性与职业倦怠、去个性化、低成就感呈显著负相关(P0.01)；有势力的他人和机遇与职业倦怠、情绪衰竭、去个性化呈显著正相关(P0.01)。⑤高职教师应对方式的积极应对与职业倦怠、低成就感呈显著负相关(P0.05或P0.01)；消极应对与职业倦怠、情绪衰竭、去个性化呈显著正相关(P0.05或P0.01)。⑥高职教师心理控制源的内控性维度与应对方式的积极应对维度呈显著正相关(P0.01)；有势力的他人和机遇与消极应对呈显著正相关(P0.01)。⑦高职教师心理控制源各维度对职业倦怠的总预测力为24.8%；应对方式各维度对职业倦怠总预测力为13.6%。⑧消极应对在有势力的他人对情绪衰竭影响中的效应比值为0.133。结论①高职教师职业倦怠总体表现不严重。②高职教师职业倦怠、心理控制源、应对方式三者密切相关,心理控制源和应对方式对职业倦怠有一定预测作用。③消极应对在有势力的他人与情绪衰竭之间起着部分中介作用。
[Abstract]:Background Teachers' job burnout has become a hot issue of social concern, but the research on higher vocational teachers started late, slow progress, small number, shallow levels, along with the rapid development of higher vocational education. The group work, life and health of teachers in higher vocational colleges are directly related to the growth of teachers and students and the development of schools. Related to the rise and fall of higher vocational education in China, it is of great theoretical and practical significance to carry out the research on teachers' job burnout in higher vocational education. Objective to understand the current situation of vocational teachers' job burnout, locus of control and coping style, and to explore the relationship between burnout, locus of control and coping style. Methods A cluster sampling method was used to evaluate the teachers' job burnout scale (MBI-ESS). The locus of control scale (IPC) and simple coping style questionnaire (SCSQQ) were used to investigate the teachers of 2 vocational colleges in Tongling city of Anhui province. A total of 281 questionnaires were sent out. 263 copies were collected and 221 valid questionnaires were collected. Results (1) Professional burnout of higher vocational teachers was 1.97 卤0.64; The score of male teachers' emotional exhaustion was significantly higher than that of female teachers (P 0.05). Teachers aged under 26 and 31-35 years old were significantly higher than those aged 26-30 years in the total mean score of job burnout. Teachers under 26 years of age were significantly higher than those aged 26 to 30 years and over 36 years old in terms of internal control and influential others. The opportunity scores were 20.00 卤7.65 and 18.83 卤6.78, respectively, and the score of internal control was significantly lower than that of norm (P 0.001). In terms of the influential scores of others, the teachers in the intermediate title group and the sub-high title group were significantly higher than those in the junior title group (P0.001 or P0.05). In terms of opportunity score, teachers in intermediate title group were significantly higher than those in junior title group in coping style, and the average negative coping score was 1.99 卤0.48). 1. 11 卤0. 52; The average score of positive coping was significantly higher than that of norm P0.001and the average score of negative coping was significantly lower than that of norm P0.001.4 Internal control and job burnout of teachers' psychological locus of control were significantly lower than that of norm P0.001.4. There was a significant negative correlation between low achievement and low achievement (P 0.01). Powerful others and opportunities and job burnout, emotional exhaustion, depersonalization showed a significant positive correlation with the positive coping style of vocational teachers and job burnout. There was a significant negative correlation between low achievement and low achievement (P 0.05 or P 0.01). Negative coping and job burnout, emotional exhaustion. There was a significant positive correlation between the dimensions of internal control of locus of control of teachers in higher vocational education and the positive coping dimension of coping style (P0.05 or P0.01). There was a significant positive correlation between influential others and opportunities and negative coping (P 0.01.7). The total predictive power of each dimension of teachers' psychological locus of control to job burnout was 24.8; The total predictive power of coping styles to job burnout was 13.6.8 the ratio of negative coping effects to emotional exhaustion of influential others was 0.133. Conclusion 1 the overall performance of vocational teachers' job burnout is not serious. 2. The teachers' job burnout, the source of psychological control, and the coping style are closely related to each other. The locus of control and coping style have a certain predictive effect on job burnout. 3 negative coping plays a part of intermediary role between influential others and emotional exhaustion.
【学位授予单位】：新乡医学院
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G715.1

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