学校教师职业倦怠的个人因素

O. Krushelnitskaya, N. Kochetkov, T. Marinova, V.A. Orlov, M. Raskhodchikova, N.A. Haymovskaya
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摘要

相关性。科学文献中缺乏有关学校教师职业倦怠预测因素的信息。这使得预防和克服职业倦怠综合症的心理工作变得更加复杂,而职业倦怠综合症是现代教师身心严重超负荷的结果。目的是确定造成学校教师职业倦怠的最重要的个人因素。研究设计。文章分析了学校教师职业倦怠与教师职业动机、有意义的生活取向、应对行为策略、对教学活动各方面的满意度等个人因素之间的关系。材料和方法研究涉及莫斯科和莫斯科地区的 409 名中学教师,年龄在 23 岁至 65 岁之间。使用了以下调查问卷"职业倦怠 "问卷、"生活取向测试"、"工作满意度成分问卷"、"应对方法问卷"、"职业动机问卷"。数据分析采用了相关分析和多元回归分析。结果显示结果表明,个人的社会心理素质是教师与其他教育关系参与者(主要是学生家长)建立教学互动关系的必要条件,对降低职业倦怠风险具有重要意义。在具有不同职业倦怠指标的学校教师中,最重要的个人因素已被确定为职业倦怠的预测因素(对与学生家长的互动不满意、工作动机受控占主导地位、偏好以非建设性策略应对问题情境、不满足感以及无法完全管理自己的生活)。结论可以通过纠正工作动机、使用积极的重新评价和非对抗性方法来应对困难情况,以及教授与教育关系中的其他参与者进行有效沟通的方法,扩大对学校教师的心理、咨询和心理治疗援助。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Personal Factors of Professional Burnout among School Feachers
The relevance. There is a lack of information in the scientific literature about predictors of professional burnout among schoolteachers. This complicates psychological work to prevent and overcome professional burnout syndrome, which is a consequence of significant physical and psychological overload among modern teachers. The aim. To identify the most significant personal factors of professional burnout among schoolteachers. Study design. The article analyzes the relationship between the professional burnout of schoolteachers and such personal factors as the professional motivation of teachers, their meaningful life orientations, strategies for coping behavior, satisfaction with various aspects of pedagogical activity. Materials and methods. The study involved 409 teachers of secondary schools in Moscow and the Moscow region aged 23 to 65 years. The following questionnaires were used: «Professional Burnout» questionnaire, «Life Orientations Test», «Job Satisfaction Components Questionnaire», «Coping Methods Questionnaire», «Professional Motivation Questionnaire». Data analysis was carried out using correlation and multiple regression analysis. Results. It is shown that the socio-psychological qualities of the individual, necessary for building the pedagogical interaction of the teacher with other participants in educational relations, primarily with the parents of students, are of high importance for reducing the risk of professional burnout. The most significant personal factors that are predictors of professional burnout among schoolteachers with different indicators of burnout have been identified (dissatisfaction with interaction with students’ parents, the predominance of controlled motivation for work, preference for unconstructive strategies for coping with problematic situations, a feeling of unfulfillment and inability to fully manage one’s life). Conclusions. Psychological, advisory and psychotherapeutic assistance to schoolteachers can be expanded by correcting work motivation, using positive reappraisal and non-confrontation to cope with difficult situations, and teaching effective means of communication with other participants in educational relations.
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