在加拿大安大略省封锁后了解教育工作者的压力因素:一项定性研究
Frances Serrano1,2, Marianne Saragosa1,3, Behdin Nowrouzi-Kia4,5
1Department of Population Medicine, University of Guelph, Guelph, ON N1G 2W1, Canada.
概括
教育工作者在返回工作时面临着重大的压力因素,包括技术挑战,工作与生活平衡的破坏以及对COVID-19的恐惧. 改善沟通,灵活性和支持对于解决这些问题至关重要.
科学领域:
- 教育教育教育教育教育教育.
- 职业健康 职业健康 职业健康
- 心理学 心理学 心理学
背景情况:
- 了解教育工作者经验对于改善工作场所和应急准备至关重要.
- 特定省份的研究提供了对工作场所压力因素的关键见解.
- 这项研究侧重于教育工作者返回学校后关闭所面临的挑战.
研究的目的:
- 识别和分析教育工作者在返回工作场所时遇到的特定压力因素.
- 在危机期间和之后为支持教育部门人员的战略提供信息.
主要方法:
- 对2349名教育工作者的开放式调查答案进行了定性主题分析.
- 从一项更大的研究中收集的数据,包括英语和法语的问卷和开放式问题.
主要成果:
- 七个主要主题出现了:技术/服务挑战,工作与生活平衡的破坏,沟通缺陷,健康协议的恐惧,工作需求的增加,应对策略和流行病的教训.
- 大多数受访者是女性 (81%) 和教师 (83.9%),平均年龄为44岁.
结论:
- 教育工作者在返回工作时遇到了相当大的挑战,突出了提高灵活性,培训,支持和清晰沟通的需要.
- 调查结果强调了系统改进的必要性,以减轻压力因素并支持教育工作人员.
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