德国学校领导人之间的努力奖励不平衡和倦怠. 代表性的研究结果和对一个服务不足的职业群体的影响
Nele Groß1, Kevin Dadaczynski2, Marcus Pietsch1
1Institute of Educational Sciences, Leuphana University Lueneburg, Lueneburg, Germany.
European journal of public health
|November 28, 2024
概括
遇到奖励危机的学校领导人面临着更高的倦怠风险. 诸如年龄和学校类型等因素会影响倦怠和参与度,这凸显了对支持性教育环境的需求.
科学领域:
- 教育领导力 教育领导力
- 职业健康心理学 职业健康心理学
- 教育社会学教育的社会学
背景情况:
- 倦怠症候群是学校领导人非常关心的一个问题.
- 努力-奖励不平衡 (ERI) 模型为了解工作场所压力提供了一个框架.
- 社会人口统计学和学校层面的因素可能会影响倦怠和参与.
研究的目的:
- 为了检查满足危机 (努力奖励失衡) 和德国学校领导人的倦怠综合征之间的关系.
- 探索社会人口统计学和学校层面的因素如何与倦怠和参与有关.
- 调查这些因素对经历倦怠和参与度的可能性的影响.
主要方法:
- 利用了努力-奖励不平衡 (ERI) 模型和马斯拉赫倦怠库存.
- 采用统计分析,包括组比较和后勤回归.
- 研究了ERI,社会人口统计学和学校级特征之间的关系.
主要成果:
- 较高的ERI比率与增加的倦怠风险有显著的关联.
- 社会人口统计学和学校层面的因素因学生人数和学校类型而有很大差异.
- 高龄与倦怠负相关,与参与积极相关;较低的ERI得分与较高的参与相关.
结论:
- 感知奖励危机 (ERI) 与德国学校领导人的倦怠综合征有显著联系.
- 学校领导人感到被低估和过度负担更容易患倦怠症.
- 解决诸如学校类型,学生人数和领导人年龄等上下文变量对于缓解倦怠和增强参与度至关重要.
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