Bauer Joachim, Stamm Axel, Virnich Katharina, Wissing Karen, Müller Udo, Wirsching Michael, Schaarschmidt Uwe
Abteilung für Psychosomatische Medizin und Psychotherapie, Uniklinikum Freiburg, Hauptstrasse 8, 79104 Freiburg, Germany.
Int Arch Occup Environ Health. 2006 Mar;79(3):199-204. doi: 10.1007/s00420-005-0050-y. Epub 2005 Oct 29.
Psychosomatic disorders and symptoms that correlate with the so-called burnout syndrome turned out to be the main cause of increasing rates of premature retirement of school teachers. The aim of this study was to evaluate the relation between occupational burden and psychological strain of teachers who are still in work.
A sample of 408 teachers at ten grammar schools (am: High school; German: Gymnasium) in south-western Germany was evaluated. To determine the styles of coping with occupational burden we used the measure of coping capacity questionnaire (MECCA). To analyse the psychopathological and psychosomatic symptom load we applied SCL 90 R questionnaire.
According to the MECCA questionnaire, 32.5% of the sample suffered from burnout (type B), 17.7% suffered severe strain (type A), 35.9% showed an unambitious (type S) and 13.8% showed a healthy-ambitious coping style (type G). Burnout was significantly higher among women, divorced teachers and teachers working part-time. As part of the MECCA, teachers were asked to rate what they regarded as the strongest factor resulting in occupational burden. Teachers indicated that, besides high numbers of pupils in one class, they regarded destructive and aggressive behaviour of pupils as the primary stress factor. According to the SCL 90 R, 20% of the sample showed a severe degree (defined as >70 points in the SCL90R GSI) of psychological and psychosomatic symptoms. MECCA type B (burnout) correlated significantly with high psychological and psychosomatic symptom load according to the SCL90R.
In school teachers, burnout syndrome, a construct that derived from occupational psychology and occupational medicine, is significantly correlated with psychological and psychosomatic symptoms. Teachers rate destructive and aggressive behaviour of pupils as the primary stress factor.
身心障碍以及与所谓职业倦怠综合征相关的症状，被证明是导致学校教师提前退休率上升的主要原因。本研究的目的是评估在职教师的职业负担与心理压力之间的关系。
对德国西南部十所文理中学（德语：Gymnasium）的408名教师进行了抽样评估。为了确定应对职业负担的方式，我们使用了应对能力问卷（MECCA）。为了分析心理病理和身心症状负荷，我们应用了症状自评量表（SCL 90 R）问卷。
根据MECCA问卷，32.5%的样本患有职业倦怠（B型），17.7%患有严重压力（A型），35.9%表现为无抱负（S型），13.8%表现为健康有抱负的应对方式（G型）。职业倦怠在女性、离异教师和兼职教师中显著更高。作为MECCA的一部分，教师被要求对他们认为导致职业负担的最强因素进行评分。教师表示，除了一个班级中学生人数众多外，他们认为学生的破坏和攻击性行为是主要压力因素。根据SCL 90 R，20%的样本表现出严重程度（定义为SCL90R总症状指数>70分）的心理和身心症状。根据SCL90R，MECCA B型（职业倦怠）与高心理和身心症状负荷显著相关。
在学校教师中，源自职业心理学和职业医学的职业倦怠综合征与心理和身心症状显著相关。教师将学生的破坏和攻击性行为视为主要压力因素。
