工作需求和资源作为特别教育教师中倦怠程度的预测因素
Vesna R Jovanović1, Čedo Miljević2, Darko Hinić3
1Academy for Applied Studies Belgrade, Higher Education School of Professional Health Studies, 11000 Belgrade, Serbia.
European journal of investigation in health, psychology and education
|December 24, 2025
概括
在特殊教育需求 (SEN) 和普通教育 (GE) 教师之间,工作场所燃烧的尺寸并不不同. 工作需求和资源独特地预测了每个群体的倦怠,突出了针对教师的定制支持需求.
科学领域:
- 职业健康心理学 职业健康心理学
- 教育心理学教育心理学
- 工作场所福利研究 工作场所福利研究
背景情况:
- 倦怠被归类为与工作有关的问题,源于未经管理的慢性工作场所压力.
- 工作需求/资源模型认为,工作需求是压力因素,而工作资源是应对压力的缓冲.
- 了解专业特定的工作需求和资源对于压力发展研究至关重要.
研究的目的:
- 在SEN和GE教师中检查工作场所燃烧程度 (情绪疲,非个人化,个人成就) 的预测模型.
- 识别就业需求作为潜在的风险因素和就业资源作为教师倦怠的保护因素.
- 为了比较SEN和GE教师之间的倦怠预测指标.
主要方法:
- 一项比较研究涉及116名来自贝尔格莱德地区的SEN教师和145名GE教师.
- 使用Maslach Burnout 清单来评估燃烧程度.
- 使用工作特征问卷来衡量工作需求和资源.
主要成果:
- 在SEN和GE教师之间,没有发现燃烧程度强度的显著差异.
- 在SEN教师中",变化"",工作环境"",情感需求"",同事的支持"",认知/定量"和"工作控制"预测了倦怠的维度.
- 在GE教师中",同事的支持"",工作控制"",认知/定量"",变化"",角色冲突"和"资深"预测了倦怠的尺寸.
结论:
- 这些发现支持一种假设的倦怠预测模型,其中就业需求充当直接预测因素,就业资源充当调解者.
- 结果强调,需要针对特定的工作需求和SEN和GE教师的资源进行量身定制的干预.
- 这项研究为进一步研究职位特征与教师倦怠之间的细微关系提供了基础.
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