头开始课堂需求和资源:识别与教师倦怠的关联
Lia Sandilos1, Priscilla Goble2, Pond Ezra3
1Department of Education and Human Services, Lehigh University.
School psychology (Washington, D.C.)
|July 13, 2023
概括
教师倦怠与工作需求和资源有关. 与助理教师 (TA) 建立牢固的关系可以减少倦怠,特别是当课堂行为问题可以管理时.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 职业健康 职业健康 职业健康
背景情况:
- 工作压力模型表明,倦怠源于工作需求与可用资源之间的不匹配.
- 幼儿园教育工作者,特别是那些在Head Start计划中的教育工作者,面临着独特的工作场所压力因素.
研究的目的:
- 调查基于学校的需求 (班级规模,行为挑战) 和资源 (社会支持,特别是TA关系) 之间的关系,以及Head Start教育工作者的倦怠.
- 为了检查助理教师 (TA) 关系质量对课堂行为问题和教师倦怠之间的关联的缓解效应.
主要方法:
- 一项涉及230名Head Start教育工作者的定量研究.
- 用自我报告措施来评估工作需求,资源和倦怠程度.
主要成果:
- 更高的社会支持,特别是与助理教师 (TA) 的积极关系,与较低的教师倦怠程度有显著的关联.
- 发现了一种相互作用效应:TA关系质量缓冲了在有低到平均行为问题的教室中的倦怠,但在有高行为问题的教室中却没有.
结论:
- 与助理教师的积极关系是缓解学前教育工作者倦怠的关键资源.
- 旨在改善TA关系的干预措施可能对教师的福祉有益,特别是在管理具有挑战性的课堂行为方面.
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