中小学教师的职业压力源研究

1001-4918201101-0097-104G449A1211.1008752.1000845255。1、、、。211～15。3。、。[e-mail]1、、、Kyriacou2001Lee＆Ashforth1996。Maslach＆Jackson1981VanHorn2002200920052009。70%63.8%、20032004。Kyriacou1987Williams＆Cooper1998。Trendall1989、、、Kyriacou1987、、、、、DunhamVarma199810、、、、、、、、、、、、、、、、、EversFrese＆Cooper2000Travers＆Cooper1996。、、、、、、、、、、、199820022008。、、、。7920111。、。。、、。22.1、、5255。118722.59%388073.83%188260549.57%265050.43%1～571013.51%6～10110921.10%11～15140526.74%16～25127324.23%264498.54%309。2.2。20052002317、、、、8124。5、、、15。Cronbach0.72～0.90。800.86～0.92。。2003223EmotionalExhaustion、Depersonalization、“”～“”。0.80～0.86。2.3SPSS13.0Amos4.0。33.12200。BartlettKMO=0.94χ2=39329.09df=253p0.001。15。10.30。23558.24%。1。1“”、、“”、“、”、“”。13.71%。2“”“”、“”、“”。12.15%。3“”、、。“”、“89201111/%113.7110.0.7611.、0.7419.0.6313.0.6112.0.4920.0.49212.156.0.721.0.708.0.645.“”0.5323.0.50311.4817.0.6715.0.6214.0.5924.0.5616.0.54410.6721.0.7422.0.729.0.707.0.44510.222.0.783.0.744.0.65”“”。11.48%。4“”。“”、“”。10.67%。5“”、。“”、“”10.22%。3055。2350.48p0.01。“”“”1。。11。0.48p0.01。2。2χ2dfχ2/dfGFIAGFINFIIFICFIRMSEA4786.30119924.050.910.890.880.900.900.063.2。。9911emotionalexhaus-tion2depersonalization、、3reducedpersonalaccomplishmentMaslachetal1981。。0.340.360.410.400.400.460.380.400.31。3.3、、、。、。3.3.13。3AGFI、NFI、CFI0.80RMSEA0.08AGFI、NFI、CFI0.80RMSEA0.05AG-FI、NFI、CFI0.80RMSEA0.05Δχ2=23.74Δdf=17p=0.130.05。。3.3.24。4AGFI、NFI、CFI0.80RMSEA0.08AGFI、NFI、CFI0.80RMSEA0.05AGFI、NFI、CFI0.80RMSEA0.05Δχ2=48.00Δdf=17p=0.000.001。。F14819=33.56p0.001、F14819=11.47p0.001、F14819=21.46p0.001、F14819=208.18001201113χ2dfχ2/dfGFIAGFINFIIFICFIRMSEA1356.671996.820.890.860.860.870.870.073589.9519918.040.910.890.880.890.890.074946.7539812.430.910.880.870.880.880.054970.5041511.980.910.890.870.880.880.054χ2dfχ2/dfGFIAGFINFIIFICFIRMSEA2643.3619913.280.900.870.870.880.880.072309.7819911.610.910.890.870.880.880.074953.1439812.450.900.880.870.880.880.055001.1441512.050.900.880.870.880.880.055χ2dfχ2/dfGFIAGFINFIIFICFIRMSEA0～5764.671993.840.900.880.860.890.890.066～101141.771995.740.900.880.860.880.880.0711～151497.831997.530.910.880.860.880.880.0716～251476.391997.420.900.870.860.880.880.0726805.881994.050.840.800.820.860.860.085741.1910465.490.900.870.860.880.880.035770.8810635.430.900.880.860.880.880.03p0.001。2。233.3.35。526AGFI、NFI、CFI0.80RMSEA0.08AGFI、NFI、CFI0.80RMSEA0.05AGFI、NFI、CFI0.80RMSEA0.05Δχ2=29.69Δdf=17p=0.030.05。。F14989=31.86p0.001、F14989=10.86p0.001、F14989=31.86p0.001、F14989=16.67p0.001、F14989=40.98p1010.0013。10、、1055。3。、、、11～1515。44.1、、、。、、。。、。、、、109.338.559.609.432003。、、、。。、、。。。。。。、、、、、、1998Williamsetal1998。4.2、。。、、、11～15。、、。、、Williamsetal19982009。11～15。。、。20120111、。1～5。。51、、、。211～15。3。、。DunhamJ.＆VarmaV.1998.StressinteachersPastpresentandfuture.LondonWhurr.EversA.FreseM.＆CooperC.L.2000.Revisionsandfur-therdevelopmentsoftheoccupationalstressindicatorLisrelresultsfromfourDutchstudies.JournalofOccupational＆OrganizationalPsychology73221－240.KyriacouC.1987.TeacherStressandBurnoutanInternationalRe-view.EducationalReview29146－52.KyriacouC.2001.Teacherstressdirectionsforfutureresearch.Ed-ucationalReview5327－35.LeeR.＆AshforthB.1996.Meta-analyticexaminationofthecor-relatesofthethreedimensionsofjobburnout.JournalofAppliedPsy-chology81123－133.MaslachC.＆JacksonS.1981.MBIMaslachburnoutinventory.PaloAltoCAConsultingPsychologistsPress.TraversC.J.＆CooperC.L.1996.TeachersunderpressureStressintheteachingprofession.RoutledgeLondon.TrendallC.1989.StressinteachingandteachereffectivenessAstudyofteachersacrossmainstreamandspecialeducation.EducationalResearch3152－58.VanHornJ.E.2002.TeacherburnoutAflickeringframe.DelftNetherlandsEburon.WilliamsS.＆CooperCL.1998.MeasuringoccupationalstressDevelopmentofthepressuremanagementindicator.JournalofOccupa-tionalHealthPsychology3306－321..2004..43681－85..2009..251114－119..2009..251108－113..2002..23920－24..2005....2003..19382－86..2003.—.18113－132..2008..684－90..1998..146120－123..2003..113195－197..2002..350－54.301TheStudyonSourcesofOccupationalStressofPrimaryandSecondarySchoolTeachersLIQiong1ZHANGGuo-li2ZHOUJun11.CenterofTeacherEducationResearchBeijingNormalUniversityBeijing1008752.TeachingandResearchSectionofPsyehologyBeijingSportUniversityBeijing100084AbstractThisstudyinvestigatedthefeatureofprimaryandsecondaryschoolteachers’sourcesofoccupationalstressusingthequestionnaireof5525teachersinBeijing.Theresultsindicatedthat1therewerefivesourcescausingteachers’stressnamelytheworkloadstudentsachievementsocialandschoolevaluationteachers’pro-fessionaldevelopmentandstudentmisbehaviorswhichcouldsatisfactorilyexplainthevarianceofthesourcesofteachers’occupationalstressand2thetrajectoryofoccupationalstressofteacherswithdifferentteachingexpe-riencewascharacterizedbyainverseUcurveteacherswith11－15yearsofteachinggettingthehigheststresslev-el.3Themajorstresssourceofprimaryteacherswasstudents’misbehaviorswhilestudents’achievementes-peciallytheexaminationstresswasthemainsourcethatsecondaryteachershad.Keywordsprimaryandsecondaryteachersoccupationalstresssourcesofoccupationals