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王立新 《乐山师范学院学报》2009,24(11):117-120
目的：了解教师的职业倦怠状况与特点,为维护教师心理健康提供实证性依据。方法：采用职业倦怠量表（MBI）对乐山师院304名教师进行测查。结果：不同婚姻状况、不同年龄、教龄的教师在职业倦怠的不同维度上存在显著差异;不同性别和职称的教师在职业倦怠上不存在显著性差异。结论：教师职业倦怠情况并不严重,但仍有部分教师存在倦怠情况,需进行有针对性的心理健康指导。 相似文献
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调查研究发现：高校辅导员的时间管理倾向目前处于中等偏上水平,并且因受教育程度不同存在着显著差异;辅导员的职业倦怠状况较为严重,且因性别、受教育程度和职称等的不同而存在着显著差异;辅导员的时间管理倾向与其职业倦怠状况之间存在着显著的负相关性,并可据此对其职业倦怠状况进行预测。 相似文献
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通过对511名企业员工的调查,探讨组织政治认知及其各个维度与组织认同的关系,同时也探讨组织政治认知在人口学、组织学变量上的差异。结果发现：不同婚姻状况、不同年龄、不同工龄的员工的组织政治认知存在极其显著的差异（P〈0．01）,而组织政治认知的不同维度在这些变量上存在不同程度的差异。组织政治认知与组织认同显著负相关,而且组织政治认知的各个维度对组织认同的各个维度均有较强的预测力。 相似文献
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高校教师的职业倦怠与社会支持的相关性研究 总被引：8，自引：0，他引：8
文章采用职业倦怠问卷和社会支持量表对来自不同高校的296名教师进行了问卷调查,考察了各种人口统计学变量之间的差异,探讨了职业倦怠各纬度与社会支持之间的关系.结果显示,不同性别、不同年龄、不同职称、不同婚姻状况和不同高校类型的教师,在职业倦怠各因子和社会支持各因子上存在差异,职业倦怠各因子与社会支持各因子间存在显著相关. 相似文献
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目前关于职业倦怠的研究在许多领域开展,但是,饭店行业基层员工职业倦怠的研究偏少,而且主要是集中在影响因素方面的研究。通过借鉴国内外在职业倦怠方面的研究,以厦门市8家五星级饭店客房基层员工为调查对象,考察客房基层员工在职业倦怠三个维度的反应情况,得出如下结论:饭店客房基层员工的职业倦怠主要表现在情感耗竭和去人性化两个维度,而在个人成就感降低的维度上表现不强;不同人口学特征的客房基层员工在职业倦怠的三个维度上有显著的差异。 相似文献
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李莉萍 《湖南师范大学教育科学学报》2012,11(5):77-79
采用Maslach职业倦怠量表和社会支持评定量表对新建本科院校教师进行了调查。结果显示:(1)新建本科院校教师整体职业倦怠水平不高。(2)新建本科院校教师职业倦怠状况在性别、婚姻状况以及职称上没有显著差异,但副教授与讲师倦怠水平相对较高。(3)新建本科院校教师职业倦怠与社会支持之间存在着显著负相关,社会支持对职业倦怠有显著的负向预测作用。 相似文献
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采用问卷法对大连地区高校187名辅导员进行调查研究,探讨高校辅导员职业倦怠的总体情况及特点。结果发现:(1)大连地区高校辅导员的职业倦怠水平整体程度不高,处于中等略偏轻水平;(2)高校辅导员职业倦怠的性别差异显著;(3)高校辅导员职业倦怠的工龄差异显著,职业倦怠在工龄上的发展状况呈U型分布;(4)高校辅导员职业倦怠婚姻状况差异不显著。 相似文献
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工业4.0背景下,企业员工的工作与学习形式面临巨大变化,基于工作情境的职场学习显得尤为迫切,而职场学习动机是职场学习进行的重要内驱力。以苏南地区十多家企业的员工为研究对象,了解其职场学习动机的现状及其影响因素,结果发现:苏南地区企业员工职场学习动机总体水平较高;工作任务层面的不同岗位类别、职务级别、日均工作时间,学习者个体层面的不同性别、婚姻状况、学历背景、工资收入、跳槽次数,单位组织层面的不同企业类型,社会家庭层面的不同工资收入等,企业员工的职场学习动机影响因素均存在显著性差异。针对以上发现,从企业组织和学习者个体两个层面提出激发企业员工职场学习动机的策略建议。 相似文献
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本文采用问卷法,对513名江西省中小学教师的工作生活质量现状进行调查。结果显示：江西省中小学教师的工作生活质量处于中等水平;不同性别中小学教师的工作生活质量水平在“同事关系”维度存在显著差异;婚姻状况对中小学教师在同事关系、福利待遇、领导管理上的感受有显著影响;城乡中小学教师的工作生活质量有显著差异;任教学段不同的中小学教师,其工作生活质量有显著差异。 相似文献
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Kateřina Zábrodská Jiří Mudrák Iva Šolcová Petr Květon Marek Blatný Kateřina Machovcová 《教育心理学》2018,38(6):800-819
This study examined both direct and indirect associations of faculty burnout with psychosocial work environments, using the job resources-demands framework. A sample of 2,229 faculty members (57.1% male) throughout public universities in the Czech Republic completed a questionnaire comprising measures of burnout and psychosocial work environment characteristics from the Copenhagen Psychosocial Questionnaire II. We formulated a structural model that hypothesised a positive effect of job demands (quantitative demands, work-family conflict (WFC), job insecurity) and a negative effect of job resources (influence, social community, role clarity) on burnout. Results showed that the strongest predictor of burnout was WFC, which had a direct positive effect on burnout and mediated the positive effect of quantitative demands on burnout. Further, a small direct negative effect of age and an indirect positive effect of involvement in research grants and administrative paperwork on burnout were observed. The findings indicate that university management can most effectively address burnout in academic staff not only by implementing policies that reduce WFC, workload and administrative paperwork, but also by providing more job resources to younger faculty and faculty involved in grant-based projects. 相似文献
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H.B. Long 《International Journal of Lifelong Education》2013,32(4):331-336
The present study was designed to ascertain the effect of a sabbatical year on teachers’ professional identity, feelings of job burnout and intentions to leave either their workplace or the profession. The sample was drawn from those members of the Israel primary school teacher population who were eligible to be on a sabbatical during the 1991‐92 school year. The subjects filled out survey questionnaires before and after taking their sabbaticals. The findings indicate that a sabbatical in conjunction with a professional training programme had great impact on strengthening the teachers’ professional image, and reducing their feelings of job burnout and intentions to leave their workplace or profession. 相似文献
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魏绪涛 《宁波职业技术学院学报》2011,(4):37-39
教师是职业倦怠的高发人群,但在国内,高校教师职业倦怠问题并未得到足够的重视,以致于教师的身心健康受到伤害,进而影响其教学和育人。本文以大学英语教师职业倦怠为例,通过探讨大学英语教师职业倦怠的具体表现及其成因,提出了从社会、学校和个人等三个方面着手解决高校教师职业倦怠问题的对策。 相似文献
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万希 《武汉职业技术学院学报》2007,6(6):95-97
职业倦怠是当前心理学界普遍关注的一个问题,是由于压力长期积累而形成的紧张状态。文章探讨了职业倦怠对高校教师的影响,并进一步阐述了引发高校教师职业倦怠的压力源,通过员工援助计划、职业生涯计划、改革高校管理体制提升教师公平感、自我调节等措施,可以预防和缓解职业倦怠,在一定程度上将对我国高等教育的发展具有重要意义。 相似文献
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Like many in the human services professions, teachers are susceptible to the feelings of burnout due to their job demands, as well as interactions with students, colleagues, administrators, and parents. Many studies have identified teacher burnout as one of the crucial components influencing teacher attrition. It has been suggested that self-efficacy is a protective factor against burnout. By way of multivariate meta-analysis, we examined the evidence for classroom management self-efficacy (CMSE) in relation to the three dimensions of burnout: emotional exhaustion, depersonalization, and (lowered) personal accomplishment. Results from sixteen studies indicate that there is a significant relationship between classroom management self-efficacy and the three dimensions of burnout, suggesting that teachers with higher levels of CMSE are less likely to experience the feelings of burnout. Practical implications, as well recommendations for future research, are discussed. 相似文献
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教师工作倦怠与管理策略 总被引：9，自引：0，他引：9
越来越多的研究表明，教师工作倦怠现象普遍存在，而且范围和强度呈增长趋势。工作倦怠的表现有三个方面，即情绪衰竭、人格解体和个人成就感降低。工作倦怠如果不能得到及时、有效的调适，将会对教师的教学质量和生活质量都产生很大的负面影响。教师工作倦怠不是对某一特定事件的过度应激反应，而是在较长时间内，对来自各个方面压力和事件所产生的累积的过度反应。总体上分析，教师工作倦怠的产生存在社会因素、组织因素、职业因素和个人因素。教师工作倦怠的防治可以从学校组织管理和教师个人管理两个层面展开。学校应当采取科学的、人性化的管理方式，积极预防教师工作倦怠的产生。教师应当在意识到自身处于负性的情绪和倾向时，通过主观的调适，化解这种不良倾向，转而形成正向的工作动力。 相似文献
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Hakan Sari 《Educational studies》2004,30(3):291-306
This study explores issues of burnout and job satisfaction among special school headteachers and teachers in Turkey. The purpose of the study is to determine whether there is a difference between headteachers' and teachers' burnout and job satisfaction in terms of work status, gender and work experiences, and to analyse the factors effecting their burnout and job satisfaction. In this paper, a quantitative approach has been used: 295 subjects (33 special school headteachers and 262 special school teachers) responded to the survey. As the research instruments, the Job Satisfaction Scale and Maslach Burnout Inventory were used to measure job satisfaction and burnout levels in terms of the dimensions of emotional exhaustion, depersonalization and personal accomplishment. The study results indicated that special school headteachers felt less personal accomplishment than special school teachers. However, there were no significant differences between headteachers and teachers on two burnout dimensions, namely emotional exhaustion and depersonalization, and job satisfaction. In terms of gender, males have less emotional exhaustion and personal accomplishment but higher depersonalization than their female counterparts. Females have higher job satisfaction than their male counterparts. In relation to their work experiences, more experienced subjects have higher emotional exhaustion and depersonalization than their less experienced colleagues, and also less job satisfaction than less experienced counterparts. However, more experienced subjects who participated in the study felt higher personal accomplishment than the others. 相似文献
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从社会资本视角来看,造成高校教师职业倦怠的主要原因在于高校教师的社会关系难显优势,社会资本中的信任、规范、社会网络等因素的不良或欠缺,导致其社会资本贫乏或占有不足。预防与消弭高校教师职业倦怠,应注重高校教师自身社会资本的积累和价值提升,增强职业倦怠的免疫力;深化高校教育体制改革,矫正社会失范,为预防与消弭职业倦怠提供制度基础;建立多元化的高校教师社会支持网络体系,为教师营造温馨的心理环境。 相似文献
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王智勇 《福建教育学院学报》2013,14(3):32-35
地方新办高校行政岗位上的青年教师在工作岗位上默默奉献,任劳任怨,又在教学岗位上兢兢业业,有所付出。由于行政工作繁重、工作压力较大,行政岗位上的青年教师身心疲惫、职业倦怠,现状令人堪忧。关心、爱护青年教师应该引起上级各有关部门的高度重视。 相似文献