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目的探讨环境紧张因素对中小学教师工作能力的影响。方法采用分层整群随机抽样的方法,抽取新疆乌鲁木齐市11所中小学教师851人作为对象,采用综合性工作能力指数(CWAI)量表,生活事件量表、工作紧张因素测试量表和社会支持量表综合分析环境紧张因素对中小学教师工作能力的影响。结果不同年龄段教师工作能力差异有统计学意义,年龄越大,工作能力越低(20~,30~,>40岁的CWAI得分分别为47.62±5.46)、(45.45±5.96)、(42.61±6.51)分,(P<0.01);工龄越长工作能力越低(P<0.01);初级教师的工作能力(47.67±5.50)高于中级(44.96±5.98)和高级教师(44.27±6.73)(P<0.01);未婚教师的工作能力(47.25±6.08)高于已婚教师(45.17±6.19)(P<0.01);经济收入越高,工作能力越低(P<0.01);女性工作能力(45.20±6.19)低于男性(45.81±5.57,P<0.01),汉族高于少数民族(P<0.01);学历越高,工作能力越强(P<0.01);影响中小学教师工作能力的主要影响因素有年龄、社会生活紧张因素、工作紧张因素、民族、支持利用度、性别(P<0.01)。结论低学历、女性、负性生活事件、工作紧张因素以及支持利用度缺乏均为中小学教师工作能力降低的主要影响因素。
Objective To explore the impact of environmental stress on the work ability of primary and secondary school teachers. Methods A stratified cluster random sampling method was used to select 851 primary and secondary school teachers in Urumqi, Xinjiang as the object. The comprehensive work ability index (CWAI) scale, life event scale, work stress factor scale and social A comprehensive analysis of the influence of environmental stress on the working ability of primary and secondary school teachers by using the support scale. Results The working ability of teachers in different age groups was significantly different. The older, the lower the working ability (CWAI scores of 20 ~ 30, 40 years old were 47.62 ± 5.46, 45.45 ± 5.96, 42.61 ± 6.51) (P <0.01). The longer the working age, the lower the working ability (P <0.01). The working ability of junior teachers (47.67 ± 5.50) was higher than that of middle grades (44.96 ± 5.98) and that of senior teachers (44.27 ± 6.73) (P <0.01). The unmarried teachers’ ability to work (47.25 ± 6.08) was higher than that of married teachers (45.17 ± 6.19) (P <0.01). The higher the income, the lower the working ability (P <0.01) 45.20 ± 6.19) were lower than those in male (45.81 ± 5.57, P <0.01), Han nationality was higher than ethnic minorities (P <0.01); the higher education level, the higher their working ability (P <0.01) Influencing factors are age, social life stress factors, job stress factors, ethnicity, supportive use, sex (P <0.01). Conclusions Low education, female, negative life events, stress factors and the lack of support and utilization are the main factors affecting the work ability of primary and secondary school teachers.