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幼稚園教諭の共感性疲労:共感的感受性または共感的意欲、あるいはその両方によって減少するか?
Fangyan Chen1,2, Wenjun Xu1,2, Yabo Ge1
1Zhejiang Normal University, Jinhua, China.
Frontiers in psychology
|February 23, 2026
まとめ
教師の共感性疲労は、共感的感受性と意欲の低下と関連している。両方の要因が燃え尽き症候群と二次的ストレスのリスクを軽減し、ケア専門職における共感の重要性を強調している。
科学分野:
- 心理学
- 教育学
- 労働衛生学
背景:
- 共感性疲労、すなわち「ケアの代償」は、共感の欠如である。
- 共感的感受性、意欲、あるいはその両方に由来する起源は不明確である。
研究 の 目的:
- 共感的感受性、共感的意欲、共感性疲労の関係を調査する。
- 幼稚園教諭の仕事の燃え尽き症候群と二次的ストレスの予測因子を調べる。
主な方法:
- 階層的重回帰分析と構造方程式モデリング。
- 1,161人の幼稚園教諭からの調査データ。
主要な成果:
- 共感的感受性と意欲は、共に共感性疲労の低下を著しく予測した。
- 共感的感受性と意欲は、仕事の燃え尽き症候群の低下を予測した。
- 共感的意欲は、共感的感受性ではないが、二次的ストレスの低下を予測した。
結論:
- 共感的感受性と意欲は、共感性疲労と燃え尽き症候群を軽減するために不可欠である。
- 共感的意欲は、特に二次的ストレスに対して緩衝作用を持つ。
- 介入は、教育者における共感的感受性と意欲の両方を育成することを考慮すべきである。
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