Risk Factors Affecting Stress and Burnout Among Teachers: A Cross-Sectional Study From Chonburi, Thailand.

Q3 Medicine
Thanawat Hongsa, Chan Pattama Polyong
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引用次数: 0

Abstract

This study aimed to investigate the risk factors affecting stress and burnout among teachers after the COVID-19 pandemic in Thailand. The sample comprised 400 school teachers in the municipality of Chonburi province. The results found that the factors affecting stress were working more than 8 hours per day (2.03; 95%CI, 1.01-4.09), and being sick but having to come to work (2.30; 95%CI, 1.12-4.70). Factors affecting teacher burnout in the emotional exhaustion dimension were having frequent or almost constant time pressure (2.57; 95%CI, 1.92-6.73), a low level of job satisfaction (4.00; 95%CI, 1.55-10.34), and a low level of their own ability to work (2.57; 95%CI, 1.92-7.17). Factors affecting the cynicism dimension were having daily conflicts at work or having a moderate to high level of work-related problems (5.55; 95%CI, 1.71-18.04), and a low level of their own ability to work (3.40; 95%CI, 1.41-8.17). It is recommended that the schools' personnel development department allocate work to suit the needs and expertise of teachers so that they can work to their full potential.

影响教师压力和职业倦怠的风险因素:泰国春武里府的横断面研究。
本研究旨在调查影响泰国 COVID-19 大流行后教师压力和职业倦怠的风险因素。样本包括春武里府市的 400 名学校教师。结果发现,影响压力的因素包括每天工作超过 8 小时(2.03;95%CI,1.01-4.09),以及生病但必须上班(2.30;95%CI,1.12-4.70)。在情绪耗竭维度上,影响教师职业倦怠的因素有:经常或几乎持续的时间压力(2.57;95%CI,1.92-6.73),工作满意度低(4.00;95%CI,1.55-10.34),以及自身工作能力低(2.57;95%CI,1.92-7.17)。影响愤世嫉俗维度的因素是每天在工作中发生冲突或有中高程度的工作相关问题(5.55;95%CI,1.71-18.04),以及自身工作能力较低(3.40;95%CI,1.41-8.17)。建议学校的人事发展部门根据教师的需要和专长分配工作,使他们能够充分发挥工作潜能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of UOEH
Journal of UOEH Medicine-Medicine (all)
CiteScore
1.30
自引率
0.00%
发文量
35
期刊介绍: Published quarterly: 1 annual volume consisted of 4 numbers. Issued on the 1st of March, June, September and December, respectively.
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