从激情到压力:探索教学职业的现实
Joy C Nwoko1, Emma Anderson1, Oyelola A Adegboye2,3
1College of Medicine and Dentistry, James Cook University, Townsville, QLD, Australia.
Frontiers in public health
|March 24, 2025
概括
教师的幸福感对于教师的留守至关重要. 强大的自我效能和社会支持提高了工作满意度,而工作场所的压力和缺乏支持增加了倦怠和离开的意图.
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
- 教育社会学教育的社会学
背景情况:
- 教师的留守率和工作量是教育领域的重要问题.
- 需要对教师职业福祉采取整体方法.
研究的目的:
- 通过混合方法来研究影响教师幸福感的因素.
- 在经合组织教师职业福利框架内确定福利的关键决定因素和改善策略.
主要方法:
- 顺序解释混合方法设计. 顺序解释混合方法设计.
- 关于人们对职业幸福感的定量调查 (n=247).
- 定性访谈 (n=21) 探索工作场所的经验.
主要成果:
- 高的自我效能和社会支持与工作满意度和更少的精神症状相关.
- 工作场所的压力,学生的恐吓和口头虐待增加了心理症状.
- 职业生涯早期的教师和那些有较大的班级的教师经历了更多的压力和倦怠;缺乏支持是关键的压力因素.
结论:
- 领导力支持和福利政策对于留住教师至关重要,特别是对于职业生涯早期的教育工作者.
- 需要有针对性的策略来创造支持和可持续的教学环境.
- 调查结果为管理人员,政策制定者和教育工作者提供了洞察力.
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