高校教师工作时间研究

A Study of University Teachers爷Working Time

高校教师群体多数实行弹性工时制，没有朝九晚五的固定工作时间。但由于高校教师属于脑力 劳动者，工作和生活的界限并不泾渭分明;同时由于他们需要不断地对知识进行更新，工作的准备时间较长，因 此高校教师这样一个工作自由度和灵活度很高的群体，其累计工作时间可能很长。本文以437 名高校教师为调 查对象，以他们的工作时间长短和时间分配为主线开展研究。结果显示，高校教师每周工作时间超过《劳动法》 规定的法定劳动时间的18. 8%。对工作时间影响因素进行多元回归分析显示，显著影响因素主要有性别、职称、 行政职务、性格特质等。但工作时间有丰富的内涵，工时长短仅是表象，本文选取“疲劳蓄积度冶作为切入点，对 工作时间与“疲劳蓄积度冶进行关联分析，发现和学生沟通交流时间及接受培训时间会降低教师疲劳程度。研 究最后提出对策建议，以期缓解高校教师的疲劳程度，实现教师群体的可持续发展。

Most university teachers are on a flexible working schedule; they do not work a fixed- eight- hour day. Because university teachers are knowledge workers， there is no clear line between work and life. At the same time， they need to constantly update their knowledge in order to teach students frontier and up-to-date theory and knowledge. Therefore， it may require an extensive amount of time to update their knowledge. These factors contribute to a work schedule which has a high level of freedom and flexibility. however， the cumulative working time may be very long. In this study， we mainly want to understand the work schedule of university teachersand investigated 437 univer sity teachers， analyzed the length of their working hours， and the distribution of working hours， as well as factors af fecting the length of working time， using the method of multiple regression. We find that university teachers weekly working time is longer than ＂ labor law＂ provisions of the legal work time by 18. 8% . We also find that factors which significantly affect their schedules include gender， job title， administrative duties， and personality traits. We selected the ＂ fatigue accumulation degree＂ as a starting point to analyze the consequences of the current work ing time situation to find the influencing factors. The results are that communication with students and training oppor tunity can reduce the fatigue of teachers. Lastly， we put forward suggestions in order to alleviate the fatigue degree of university teachers. The suggestions include increasing the teachers' training， allowing communication time with students， retreating town government， implementing specialized personnel training， avoiding random office hours， arranging teaching together， and reduc ing unnecessary meetings. Those strategies mentioned above can help realize a sustainable development for teachers.