工作时间表特征对教师心理健康和在远程工作时的倦怠症状的影响
Jennifer M Cavallari1,2, Jennifer L Garza2, Natalie R Charamut3
1Department of Public Health Sciences, UConn School of Medicine, Farmington, Connecticut, USA.
在COVID-19期间的远程教学增加了教师的工作需求,导致更高的抑郁和倦怠率. 确保可预测的工作时间表和提供足够的资源对于教师福祉至关重要.
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
- 公共卫生 公共卫生
背景情况:
- 由于COVID-19大流行,教育工作者需要快速转向远程教学.
- 教师面临着更高的工作要求和有限的资源,这影响了他们的心理健康和工作满意度.
研究的目的:
- 为了检查非标准的工作时间表与美国K-8教师的抑郁和倦怠症状之间的关系.
- 评估COVID-19和可用的工作资源对这些结果的影响.
主要方法:
- 2020年5月,与美国远程工作的教师 (K-8) 进行了一项横截面研究.
- 工作时间表的特征是通过使用5分频率表进行自我评估的.
- 多层Poisson模型用于计算流行率 (PRs) 和95%置信区间 (CI).
主要成果:
- 经常出人意料地工作与更高的抑郁症状 (PR=1.18) 和倦怠 (情绪疲劳PR=1.17,非个性化PR=1.40) 患病率有关.
- 远程工作资源与抑郁症状的发病率较低有关 (PR=0.88).
- 较低的同事支持与较低的个人成就感相关 (PR=0.68).
结论:
- 远程教学期间意外的工作需求与教师抑郁和倦怠症状的增加有关.
- 促进可预测的工作时间和支持性工作场所资源对于减轻负面心理健康影响和提高教师福祉至关重要.
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