特殊教育教师的社会人口统计相关性,工作满意度和倦怠程度
Hala Abd Ellatif Elsayed1, Ghaida Almoabadi2, Maram Albeshri3
1Department of Health Sciences, College of Health and Rehabilitation sciences, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia.
Acta psychologica
|July 12, 2025
概括
沙特阿拉伯的特殊教育教师经历了中度的倦怠,特别是那些有更高资格或教学生多种心理并发症的教师. 这凸显了有针对性的支持和改善工作条件的需要,以提高工作满意度和幸福感.
科学领域:
- 职业健康 职业健康 职业健康
- 教育心理学教育心理学
- 特殊教育 特殊教育
背景情况:
- 特殊教育教师面临着高职业压力和因情绪需求而面临的倦怠风险.
- 沙特阿拉伯学生中越来越多的心理并发症使教育环境复杂化.
- 在这种情况下,关于教师人口统计和学生共同疾病如何影响福祉的研究有限.
研究的目的:
- 检查沙特特殊教育教师的社会人口学变量,工作满意度和倦怠度之间的关系.
- 为了研究教学学生与心理伴随性疾病对这些关系的温和效应.
主要方法:
- 在沙特阿拉伯对393名特殊教育教师进行了横截面的相关研究.
- 使用了Maslach Burnout Inventory和工作满意度表的经过验证的阿拉伯版本.
- 使用描述性统计,皮尔森相关性和双向ANOVA进行分析.
主要成果:
- 据报道,中等程度的情绪疲,高度的非个性化和较低的个人成就.
- 工作满意度被评为令人满意.
- 教育水平和多年的经验与工作满意度有显著的相关性. 性别,教育和经验影响了倦怠,心理相关疾病显示了相互作用效应.
结论:
- 更高的学术资格和多种心理障碍的教学学生与增加的情绪疲劳和非个人化有关.
- 调查结果强调了针对特殊教育教师的有针对性的支持,心理健康干预和政策改进的需要.
- 该研究解决了区域研究缺口,并支持国家包容性教育目标.
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