在西班牙加利西亚的非大学教师中,声乐问题和倦怠综合征
Teresa J García-Real1, Tomás M Díaz-Román2, Paula Mendiri1
1Department of Specific Didactics and Research Methods and Diagnosis in Education, Faculty of Educational Sciences, University of La Coruña, La Coruña, Spain.
概括
教师的倦怠和声乐问题是相关的,有16%的教师经历倦怠,60%的人面临高风险的声音问题. 情绪疲,焦虑和经验不足加剧了声乐问题,影响了教师的表现.
科学领域:
- 职业健康 职业健康 职业健康
- 教育教育教育教育教育教育.
- 语音语言病理学 语音语言病理学
背景情况:
- 语音障碍和倦怠综合征在教育工作者中很普遍.
- 了解声乐健康,倦怠和工作因素之间的相互作用对于教师福祉至关重要.
研究的目的:
- 研究非大学教师声乐问题,倦怠综合征和个人工作因素之间的关系.
- 识别特定的声音症状和相关的倦怠维度.
主要方法:
- 一项涉及90名非大学教师的横截面描述性研究.
- 使用教师多维声量表 (EVM-D) 进行声乐评估.
- 采用了一个适应的Maslach Burnout 清单-教育工作者调查 (MBI-ES) 来评估倦怠综合征.
主要成果:
- 16%的教师表现出倦怠症状;60%的教师面临高发声问题的风险.
- 在倦怠和增加的声乐问题之间发现了显著的关联,特别是声乐症状和虐待带来的情绪疲劳.
- 焦虑/抑郁病史和较少年经验与更多的声音问题相关.
结论:
- 情绪疲,焦虑/抑郁和较短的职业经验与教师的声乐问题有关.
- 专注于减少课堂噪音,避免大喊大叫和提高教师自我效能的干预措施可以减轻这些问题.
- 解决这些因素对于防止声音问题和倦怠的循环至关重要,特别是对于职业生涯早期的教育工作者来说.
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