乡村幼儿教师职业倦怠现状及其心理应对策略
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摘要
乡村幼儿教师是发展乡村幼儿教育的骨干力量,也是职业倦怠的易发群体。通过对133名乡村幼儿教师职业倦怠现状及其影响因素调查,并将数据录入统计,进行方差检验分析和相关分析,结果发现:一是乡村幼儿教师职业倦怠程度整体上尚不严重,但是普遍存在职业倦怠感,情感衰竭相对更为突出;二是工作压力、人际关系、人格特点等心理因素与乡村幼儿教师职业倦怠显著相关。在外部环境不容易改变的情况下,从个体心理层面切入,合理规划工作目标,开发积极心理品质,合理归因,保持乐观,学会自我调适,自主提高抗压能力,都是预防或缓解职业倦怠的有效应对策略。
Rural preschool teachers are the backbone of the development of rural early childhood education, but also the vulnerable groups of job burnout.Through the survey of 133 rural preschool teachers' job burnout and its influencing factors, and the data input statistics, variance test analysis and correlation analysis, the results show that: first, the overall level of job burnout of rural preschool teachers is not serious, but there is a widespread sense of job burnout, among which emotional exhaustion is relatively more prominent; second, job stress, interpersonalrelationships, personality and other psychological factors are significantly related to job burnout of rural preschool teachers.Under the circumstances that the external environment is not easy to be changed, it is an effective strategy to prevent or alleviate job burnout to start from the individual psychological level, for example, reasonably plan work objectives, develop positive psychological quality, reasonably attribute, keep optimistic, learn to adjust oneself, and improve the ability to resist pressure.
Rural preschool teachers are the backbone of the development of rural early childhood education, but also the vulnerable groups of job burnout.Through the survey of 133 rural preschool teachers' job burnout and its influencing factors, and the data input statistics, variance test analysis and correlation analysis, the results show that: first, the overall level of job burnout of rural preschool teachers is not serious, but there is a widespread sense of job burnout, among which emotional exhaustion is relatively more prominent; second, job stress, interpersonalrelationships, personality and other psychological factors are significantly related to job burnout of rural preschool teachers.Under the circumstances that the external environment is not easy to be changed, it is an effective strategy to prevent or alleviate job burnout to start from the individual psychological level, for example, reasonably plan work objectives, develop positive psychological quality, reasonably attribute, keep optimistic, learn to adjust oneself, and improve the ability to resist pressure.
引文
[1] 董鲁皖龙.教育改革发展取得新的突破性进展[N].中国教育报,2019-02-27(01版).
[2] 曲正伟,关添元.农村幼儿教师队伍建设的现实问题及政策选择[J].陕西学前师范学院学报,2017,33(10):12-16.
[3] 伍新春,曾玲娟,秦宪刚,等.中小学教师职业倦怠的现状及相关因素研究[J].心理与行为研究,2003,1(4):262-267.
[4] 李冰.上海市大、中、小学教师职业倦怠的现状及其影响因素研究[D].上海:上海师范大学,2004.
[5] 刘鑫鑫.近年幼儿教师职业压力研究综述[J].陕西学前师范学院学报,2018,34(7):114-118.
[6] 刘晓明.职业压力、教学效能感与中小学教师职业倦怠的关系[J].心理发展与教育,2004(2):56-61.
[7] 符源才.中小学教师职业人格、归因方式与职业倦怠的研究[D].桂林:广西师范大学,2014.
[8] 庞娇艳,柏涌海,唐晓晨,等.正念减压疗法在护士职业倦怠干预中的应用[J].心理科学进展,2010,18(10):1529-1536.
[9] 毛晋平,莫拓宇.中小学教师心理资本、情绪劳动策略、工作倦怠的关系研究[J].教师教育研究,2014,26(5):22-28,35.
[10] 胡春梅,姜燕华.近三十年来国内外关于教师职业倦怠的研究综述[J].天津市教科院学报,2006(3):51-54.
[11] 王芳,许燕.中小学教师职业枯竭状况及其与社会支持的关系[J].心理学报,2004,36(5):568-574.
[2] 曲正伟,关添元.农村幼儿教师队伍建设的现实问题及政策选择[J].陕西学前师范学院学报,2017,33(10):12-16.
[3] 伍新春,曾玲娟,秦宪刚,等.中小学教师职业倦怠的现状及相关因素研究[J].心理与行为研究,2003,1(4):262-267.
[4] 李冰.上海市大、中、小学教师职业倦怠的现状及其影响因素研究[D].上海:上海师范大学,2004.
[5] 刘鑫鑫.近年幼儿教师职业压力研究综述[J].陕西学前师范学院学报,2018,34(7):114-118.
[6] 刘晓明.职业压力、教学效能感与中小学教师职业倦怠的关系[J].心理发展与教育,2004(2):56-61.
[7] 符源才.中小学教师职业人格、归因方式与职业倦怠的研究[D].桂林:广西师范大学,2014.
[8] 庞娇艳,柏涌海,唐晓晨,等.正念减压疗法在护士职业倦怠干预中的应用[J].心理科学进展,2010,18(10):1529-1536.
[9] 毛晋平,莫拓宇.中小学教师心理资本、情绪劳动策略、工作倦怠的关系研究[J].教师教育研究,2014,26(5):22-28,35.
[10] 胡春梅,姜燕华.近三十年来国内外关于教师职业倦怠的研究综述[J].天津市教科院学报,2006(3):51-54.
[11] 王芳,许燕.中小学教师职业枯竭状况及其与社会支持的关系[J].心理学报,2004,36(5):568-574.