教师工作压力对职业倦怠的影响：一个路径分析

Effect of Occupational Stress on Occupational Burnout of Teachers： A Path Analysis

基于对北京市5255名中小学教师的问卷调查，研究考察了中小学教师工作压力与职业倦怠之间的关系。结果表明：(1)来源于工作特征、学生学业、社会因素、专业发展压力均对职业倦怠中所有维度表现出显着的正向预测作用，其中工作特征、学生学业压力对教师职业倦怠中的身体衰竭具有最大的变异解释率；社会因素与专业发展压力对教师的去人性化具有最强的解释力；(2)学生问题带来的压力与教师的职业倦怠感呈现负向的影响关系，而且学生问题压力对教师低成就感的负向解释力最大，即教师感受到学生问题的压力越大，教师的成就感越高。

This study investigated the relationship between teachers’ occupational stress and burnout， based on a survey of 5525 primary and secondary school teachers in Beijing. The results show that (1) stress from the nature of work， student achievement， social settings and professional development had a significantly positive prediction on all the dimensions of teachers’ burnout. Stress from the nature of work and student achievement explained the biggest variance of physical burnout and stress from social settings and professional development explained the biggest variance of depersonalization; (2) stress from student misbehaviors， on the contrary， had a significantly negative prediction on teacher burnout and it explained the biggest variance of reduced personal accomplishment. That is， the more stress from student misbehaviors， the higher personal accomplishment teachers had.