摘要
目的了解山西医科大学教师职业倦怠和生存质量的整体状况及其影响因素,探讨教师职业倦怠与生存质量的关系,从而为缓解和克服教师职业倦怠,有针对性地制定提高教师生存质量的干预措施,为提高生存质量提供科学依据。
方法随机抽取山西医科大学教师360名,以问卷形式调查了解教师的一般情况,采用TBI问卷和世界卫生组织QOL-BREF量表分别对教师职业倦怠和生存质量进行测评,并采用多重线性回归分析教师职业倦怠情绪衰竭、人格解体和少成就感三个维度及其生存质量生理、心理、社会和环境四个领域的影响因素。采用典型相关分析教师职业倦怠三个维度和生存质量四个领域的相互关系。
结果
1、教师职业倦怠情绪衰竭、少成就感和人格解体三个维度得分分别为17.00±4.86,11.59±3.09和5.60±2.34,总分为33.85±8.27。情绪衰竭得分影响因素为：课题压力、工作是否得到领导认可、是否受过不顾个人意愿加重工作量、对岗位及职称的满意度、是否喜欢教师职业、最大满足是否来自教学和科研成果、与学生的关系。少成就感得分影响因素为：工作是否得到领导认可、同事对自己的教学评价、与领导／学生的关系、遇到问题是否找朋友帮忙。人格解体得分影响因素为：性别、与学生的关系、是否喜欢教师职业、工作前景、课题压力、遇到问题是否找父母帮忙。
2、教师生存质量各领域得分分别为生理领域14.05±2.04；心理领域13.38±2.14；社会领域14.05±2.38；环境领域11.58±2.46。生理领域得分影响因素为：是否正在生病、对所学专业满意度、与领导关系、兴趣爱好、工作中是否受到被孤立冷落、遇问题是否找父母／领导帮忙、每天睡眠时间、是否适应当前工作九个因素。心理领域得分影响因素分别为：兴趣爱好、对所学专业满意度、目前岗位职称满意度、工作前景、遇问题找同事／其他帮忙、工作中满足来自自我身心成熟、同事教学评价、居住条件、工作中合理收入被扣除十个因素。社会领域得分影响因素分别为：与领导关系、对所学专业满意度、是否正在生病、兴趣爱好、遇问题找父母／领导／其他人帮忙、承担过国家级科研课题、工作中进步体现在思想成熟九个因素。环境领域得分影响因素分别为：居住条件、工作前景、对目前工资的满意度、教龄、每天睡眠时间、工作中合理收入被扣除、对所学专业满意度、对目前岗位职称的满意度、工作中进步是否体现在人际关系／管理能力十个因素。
3、职业倦怠总分与生存质量总分呈负相关；职业倦怠中情绪衰竭和少成就感得分越高,则生存质量的生理领域、心理领域和社会领域的得分越低。结论山西医科大学教师职业倦怠情况不严重,与学生的关系、是否喜欢教师职业、工作是否得到领导的认可、是否受过不顾个人意愿加重工作量、课题压力、同事对自己的教学评价是影响教师职业倦怠的主要影响因素。山西医科大学教师的生存质量状况较好,是否正在生病、对所学专业满意度、与领导关系、兴趣爱好、目前岗位职称满意度、工作前景是影响教师生存质量的主要影响因素。可据此制定缓解教师职业紧张和提高生存质量的有效措施。
Objective To investigate the status and influencing factors of occupational burnout and quality of life for falculties in Shanxi Medical University and to explore the relationship between occupational burnout and quality of life. Based on this, some suggestions to alleviate or overcome falculties'burnout and to improve their quality of life can be provided.
Methods Three hundred and sixty teachers were randomly selected from Shanxi Medical University. Teachers Burnout Inventory and WHO-QOL-BREF were used to measure the occupational burnout and quality of life, respectively. Socio-demographic, working, and health factors were also collected. Multiple stepwise regression analysis was used to identify significant factors related to the three dimension (emotional exhaustion, depersonalization and low achievement sense) scores of the occupational burnout and four domain (physical, psychological, social and environmental) scores of WHOQOL-BREF. The relationship between occupational burnout and quality of life was measured by canonical correlation analysis.
Results
1. Scores of emotional exhaustion, low sense of achievement and depersonalization for occupational burnout in the three dimensions and total were 17.00±4.86,11.59±3.09,5.60±2.34, and 33.85±8.27, respectively. For emotional exhaustion scores of TBI, grant stress, whether job recognized by the leaders, workload increase regardless of the individual wishes, degree of satisfaction with status and titles, whether he/she likes teaching, whether the greatest satisfaction from teaching or scientific research achievement, getting on with students were the significant factors. Whether job recognized by the leaders, teaching evaluation from colleagues, getting on with students or leaders, asking for help from friends in face of problems were the predictive factors for the low sense of achievement scores of TBI. In the depersonalization score, gender, getting on with students, whether he/she likes teaching, job prospect, grant stress, asking for help from parents in face of problems were the predictive factors.
2. Scores in four domains of QOL of teachers in Shanxi Medical University were 14.05±2.04 (physical),13.38±2.14 (psychological),14.05±2.38 (social) and 11.58±2.46 (environmental), respectively. For the physical domain of QOL, health status, satisfaction with his/her major, getting on with his/her leaders, hobbies, isolation feeling in work, asking for help from parents or leaders in face of problems, sleeping time every day, and adaptation to the current job were the significant factors. In the psychological domain, hobbies, satisfaction with his/her major, degree of satisfaction with current status and titles, job prospect, asking for help from colleagues or others in face of problems, job satisfaction from self-mature, teaching evaluation from colleagues, living conditions, and reasonable income deduction were the predictive factors. Getting on with his/her leaders, satisfaction with his/her major, health status, hobbies, asking for help from parents or leaders or others in face of problems, national grant research experience, and thinking mature in progress of work were the predictive factors for the social domain of QOL. Finally, the predictors for the environmental domain of QOL were living conditions, job prospect, satisfaction with the current income, years of teaching, sleeping time every day, reasonable income deduction, satisfaction with his/her major, degree of satisfaction with current status and titles, interpersonal relationship and management ability in progress of work.
3. The scores of occupation burnout were negatively correlated with those of quality of life. The higher scores of emotional exhaustion and low sense of achievement for burnout, the lower scores of physical, psychological, and social domains for QOL.
Conclusion Occupational burnout for teachers in Shanxi Medical University was not serious and it was related with getting on with students, whether he/she likes teaching, whether job recognized by the leaders, workload increase regardless of the individual wishes, grant stress, and teaching evaluation from colleagues. The status of QOL for teachers in Shanxi Medical University was better and it was correlated with health status, satisfaction with his/her major, getting on with the leaders, hobbies, degree of satisfaction with current status and titles, and job prospect. Strategies to alleviate teachers' burnout and to improve their quality of life can be formulated based this.
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