在教师中,课堂级压力因素与心理痛苦的关联
D Titheradge1,2,3, A Albajara Sáenz4, R Hayes5
1University of Exeter Medical School, University of Exeter, Exeter, UK.
Occupational medicine (Oxford, England)
|January 17, 2025
概括
教师的心理健康受到学年早期课堂性别平衡的影响,但随着时间的推移,这种联系会消失. 了解课堂因素是教师福祉计划的关键.
科学领域:
- 教育心理学教育心理学
- 职业健康 职业健康 职业健康
- 教师的福祉 教师的福祉
背景情况:
- 教师的心理健康是一个重大问题,受到各种职业,环境和个人因素的影响.
- 学校教师中心理困扰的高患病率需要进一步调查贡献变量.
研究的目的:
- 调查课堂级因素与教师在整个学年内的心理健康之间的关系.
- 确定可能影响教师心理困扰的特定课堂动态.
主要方法:
- 这项研究涉及英格兰80名小学教师和2075名学生,作为STARS试验的一部分.
- 线性回归模型分析了1个月和9个月的教室规模,人口统计,辅助人员和学生行为与教师痛苦 (日常感受问卷) 相比.
- 对教师经验和干预组进行控制的分析.
主要成果:
- 一个月后,在教室中男性学生比例较高与教师心理健康状况较差有关.
- 在九个月的评估中,在检查的课堂级压力因素和教师心理健康之间没有发现显著的关联.
结论:
- 课堂的性别构成最初会影响教师的心理健康,但到学年结束时,这种影响会减弱.
- 课堂级别的变量应纳入旨在改善教师心理健康的干预措施和政策的制定.
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