加拿大小学和高中教师的心理问题:与上学年度的病假有关
Belinda Agyapong1, Yifeng Wei1, Raquel da Luz Dias2
1Department of Psychiatry, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada.
Frontiers in psychology
|October 22, 2024
概括
接受11个以上病假的教育工作者,患高压力,倦怠,焦虑和抑郁的可能性增加了三倍. 这凸显了教师支持的必要性,以防止长期缺席,并确保学生的成功.
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:
- 增加教育工作者的病假会对学生的生产力和学业成绩产生负面影响.
- 之前一年的病假和随后一年教育工作者的心理痛苦之间的相关性尚未得到充分理解.
研究的目的:
- 调查2021/2022学年加拿大教育工作者病假数量与2022/2023学年他们的压力,倦怠,弹性,抑郁和焦虑水平之间的联系.
主要方法:
- 从阿尔伯塔省,新斯科舍省和纽芬兰和拉布拉多省的763名教育工作者收集的数据 (2022年9月至2023年8月).
- 使用的大众燃烧 inventory-教育者调查 (MBI-ES),简要的弹性量表 (BRS),感知压力量表 (PSS),GAD-7和PHQ-9.
- 使用SPSS版本28进行的统计分析.
主要成果:
- 与零病日相比,报告有11个+病日的教育工作者更有可能出现高压力,情绪疲劳,焦虑,低弹性和抑郁症的可能性是3倍以上.
- 在压力,倦怠,焦虑和抑郁等级上的平均得分显著更高,在有11个以上病假的教育工作者中观察到.
结论:
- 在教育工作者病假和心理困扰之间存在重要联系,包括压力,低弹性,倦怠,焦虑和抑郁.
- 不足够的支持可以使短期病假升级为长期缺席,影响教育工作者和学生.
- 政策制定者必须创造有利的环境,帮助教师壮成长,减少长期病假,从而保障学生的学习成果.
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