了解澳大利亚教师短缺问题:社会心理工作条件对教师离职意向的重要性

Mark Rahimi, Ben Arnold
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摘要

澳大利亚决策者目前正试图解决 "前所未有的教师短缺问题"。本文通过对 905 名澳大利亚公立学校教师的调查,研究了影响澳大利亚公立学校教师职业意向的一些关键因素。本文借鉴职业健康领域的社会心理工作环境概念,分析了主要工作场所需求、工作场所资源、教师的工作经历和态度、教师的心理健康结果以及教师留任或离职意向之间的关系。研究结果表明,教师的离职意愿与具有挑战性的工作条件、不良工作经历以及压力、职业倦怠和抑郁症状之间存在着重要关系。与此相反,继续留任则与支持性的心理社会工作环境因素有关,如工作认可度、对管理层的信任、组织公正、积极的工作经历以及较低的心理健康困难水平。这项研究强调,迫切需要了解和评估教师的社会心理工作环境,并采取多层次的策略来解决保护性因素和风险因素。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Understanding Australia’s teacher shortage: the importance of psychosocial working conditions to turnover intentions

Understanding Australia’s teacher shortage: the importance of psychosocial working conditions to turnover intentions

Australian policymakers are currently attempting to address an ‘unprecedented teacher shortage’. Through a survey of 905 teachers in Australian government schools, this paper examines some of the key factors influencing the career intentions of teachers in Australian government schools. Drawing upon the concept of the psychosocial work environment from the field of occupational health, this analysis examines the relationship between key workplace demands, workplace resources, teachers’ experiences and attitudes towards work, teachers’ mental health outcomes, and their intentions to either remain in or leave their roles. The results reveal significant relationships between teachers’ intentions to leave their roles and challenging working conditions, adverse work experiences, as well as heightened levels of stress, burnout, and depressive symptoms. In contrast, remaining in their role was associated with factors indicative of a supportive psychosocial work environment, such as job recognition, trust in management, organisational justice, positive work experiences, and lower levels of mental health difficulties. The study underscores the urgent need to understand and assess the psychosocial work environments of teachers, and for multi-level strategies that address both protective and risk factors.

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