在尼泊尔的学校教师中,职业倦怠及其决定因素:一个横截面研究
Netra Raj Paudel1,2, Prakash Kc3,4, Radhika Ghimire5
1Unit of Health Sciences, Faculty of Social Sciences, Tampere University, Tampere, FI-33104, Finland. netra.paudel@tuni.fi.
BMC psychiatry
|June 27, 2024
概括
在尼泊尔,教师倦怠问题是一个重大问题. 工作能力,生活方式和婚姻状况等因素与情绪疲劳和非个人化有关,影响整体幸福感.
科学领域:
- 职业健康 职业健康 职业健康 职业健康
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
背景情况:
- 在教师中,由于累积的压力因素,倦怠综合症很普遍.
- 在尼泊尔等中低收入国家,关于倦怠的知识是有限的.
- 这项研究调查了尼泊尔学校教师的职业倦怠及其相关因素.
研究的目的:
- 评估尼泊尔教师中自我报告的职业倦怠综合征的流行情况.
- 确定与倦怠相关的社会人口,生活方式和工作相关因素.
主要方法:
- 在2022年在尼泊尔加德满都的218名学校教师中进行了一项调查.
- 尼泊尔语的Maslach Burnout Inventory (MBI-ES) 被用来评估倦怠的维度:情绪疲劳 (EE),非个性化 (DP) 和个人成就 (PA).
- 用ANOVA和多变量线性回归分析来确定相关因素.
主要成果:
- 平均得分表明中度的情绪疲劳 (14.99),低的非个性化 (4.18) 和高的个人成就 (42.11).
- 工作能力不佳与所有倦怠程度有关. 教学特殊需要的学生与EE和DP相关.
- 生活方式因素 (体力活动低,酒精摄入量) 和人口因素 (年龄较小,婚姻状况,语言,残疾,健身,睡眠,吸烟) 与特定的倦怠维度有关.
结论:
- 在尼泊尔的学校教师中,职业倦怠率相对较高.
- 婚姻状况,生活方式行为和与工作有关的因素显著影响情绪疲劳.
- 工作能力在所有维度的倦怠中都成为一个强有力的决定因素.
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