四川省農(nóng)村幼兒教師職業(yè)倦怠現(xiàn)況及影響因素分析

摘要： 目的了解農(nóng)村幼兒教師職業(yè)倦怠的現(xiàn)況及其影響因素。方法采用分層整群隨機(jī)抽樣方法,以四川省756名農(nóng)村幼兒教師為研究對(duì)象,采用教師專用《Maslach職業(yè)倦怠量表》《社會(huì)支持評(píng)定量表》對(duì)其職業(yè)倦怠和社會(huì)支持情況進(jìn)行調(diào)查。結(jié)果研究對(duì)象職業(yè)倦怠陽性率為22.1%(167/756),情緒衰竭、個(gè)人成就感降低、去人格化維度陽性率依次為13.1%、10.7%和1.2%。非條件Logistic回歸分析結(jié)果顯示,編制情況、日工作時(shí)間、主觀支持和對(duì)支持的利用度均與職業(yè)倦怠有關(guān)聯(lián)(P<0.05),其中,在編和日工作時(shí)間>10 h均是職業(yè)倦怠的危險(xiǎn)因素,主觀支持程度高和對(duì)支持的利用度高是職業(yè)倦怠的保護(hù)因素。結(jié)論四川省農(nóng)村幼兒教師職業(yè)倦怠狀況尚不嚴(yán)重;編制情況、日工作時(shí)間和社會(huì)支持可影響其職業(yè)倦怠。
Objective To understand the current status and influencing factors of job burnout in rural preschool teachers. Methods A stratified cluster random sampling method was used to investigate the job burnout and social support of 756 rural preschool teachers in Sichuan Province using the Maslach Burnout Inventory, Educators Survey and Social Support Revalued Scale. Results The positive rate of job burnout was 22.1%(167/756), and the positive rates of emotional exhaustion, reduced personal achievement, and depersonalization were 13.1%, 10.7% and 1.2%, respectively. The results of unconditional logistic regression analysis showed that post status, daily working hours, subjective support and utilization of support were all related to job burnout(P<0.05). Among them, in-post and daily working hours >10 hours were risk factors of job burnout, high subjective support and utilization of support were the protective factors of job burnout. Conclusion The situation of job burnout in rural preschool teachers in Sichuan Province is not serious, post status, daily work hours and social support can affect their job burnout.