在各个教育层面的教师中,倦怠和职场欺凌:一项跨部门研究
António Portelada1,2, Adelinda Candeias2,3, Ana Lúcia João2,4
1School of Education, Santarém Polytechnic University, 2001-902 Santarém, Portugal.
European journal of investigation in health, psychology and education
|December 24, 2025
概括
教师倦怠,其特点是情绪疲和非个性化,与工作场所欺凌有很大关系. 解决欺凌问题对于防止教师倦怠和确保教育可持续性至关重要.
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
- 职业健康 职业健康 职业健康
背景情况:
- 教师倦怠是影响教育工作者的福祉和教育系统可持续性的重要问题.
- 倦怠表现为情绪疲,非个性化和职业成就减少.
- 职场欺凌是教学职业中公认的压力因素.
研究的目的:
- 调查葡萄牙教师中倦怠和工作场所欺凌之间的关系.
- 确定与教师倦怠相关的人口因素.
主要方法:
- 2003年,从学前教育到高等教育的教师接受了在线问卷调查.
- 数据采用马斯拉赫倦怠库存和莱曼心理恐吓规模库存 (LIPT-60) 收集.
- 进行了统计分析,以检查相关性和群体差异.
主要成果:
- 大多数教师报告说,燃烧症的风险低 (61.2%),其中36.9%的风险中等.
- 情绪疲劳是最普遍的倦怠维度 (37.8%的高水平).
- 工作场所欺凌与情绪疲和非个性化有显著的正相关性,与职业成就有负相关性.
结论:
- 工作场所欺凌是导致教师倦怠的一个重要因素.
- 缓解欺凌的机构战略对于预防倦怠和促进可持续教育至关重要.
- 解决欺凌问题可以提高教师的幸福感和工作满意度.
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