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目的了解农村中学教师自评健康影响因素,为提高农村中学教师的生存质量及预防亚健康状况提供依据。方法采用自制的自我满意度问卷、睡眠质量问卷和职业倦怠量表、康奈尔健康量表,对百色市465名农村中学教师进行问卷调查。结果在职业倦怠的个体成就感维度上,汉族教师的得分高于壮族教师,差异有统计学意义(P<0.05);职业倦怠的其他2个维度以及自我满意度、睡眠质量和自评健康评分在壮汉族教师中差异均无统计学意义(P值均>0.05)。模型整体拟合效果良好,χ2=73.482,P=0.113,GFI=0.976,AGFI=0.964,RMR=0.031,RMSEA=0.022。自我满意度、职业倦怠和睡眠质量对自评健康均有直接效应(标准化估计值分别为0.194,0.430,0.179)。结论提升自我满意度,减少职业倦怠和改善睡眠质量,是减少农村教师亚健康的有效途径。
Objective To understand the influencing factors of rural middle school teachers’ self-assessment of health and provide the basis for improving the quality of life of rural middle school teachers and preventing sub-health. Methods Self-satisfied questionnaire, sleep quality questionnaire, burnout questionnaire and Cornell health questionnaire were used to survey 465 rural middle school teachers in Baise City. Results Compared with Zhuang teachers, Han teachers score higher than Zhuang teachers (P <0.05), while other two dimensions of job burnout as well as self-satisfaction, sleep quality and self-rated health score There was no significant difference among the strong Han nationality teachers (P> 0.05). The overall model fitting effect is good, χ2 = 73.482, P = 0.113, GFI = 0.976, AGFI = 0.964, RMR = 0.031, RMSEA = 0.022. Self-satisfaction, job burnout and quality of sleep had a direct effect on self-rated health (standardized estimates were 0.194, 0.430, and .179, respectively). Conclusion Improving self-satisfaction, reducing job burnout and improving sleep quality are effective ways to reduce the sub-health of rural teachers.