Unterbrink Thomas, Hack Anna, Pfeifer Ruth, Buhl-Griesshaber Veronika, Müller Udo, Wesche Helmut, Frommhold Markus, Scheuch Klaus, Seibt Reingard, Wirsching Michael, Bauer Joachim
Abteilung für Psychosomatische Medizin und Psychotherapie, Universitätsklinikum Freiburg, Hauptstr. 8, 79104, Freiburg, Germany.
Int Arch Occup Environ Health. 2007 Apr;80(5):433-41. doi: 10.1007/s00420-007-0169-0. Epub 2007 Feb 10.
High rates of teachers' premature retirement initiated a research investigating their occupational burden. The aim of this study was to elaborate on and extend previous investigations exploring (1) teacher burnout and (2) the relationship between teachers' efforts and their rewards.
A sample of 949 German teachers in 10 Gymnasien (grammar schools) and 79 Hauptschulen (secondary modern schools) was investigated applying the Maslach Burnout Inventory (MBI-D) and the Effort Reward Imbalance Inventory (ERI).
Compared with other studies investigating burnout in employees, we found high rates of burnout symptoms such as emotional exhaustion, depersonalisation, and low personal accomplishment. Male teachers showed significantly lower personal accomplishment and more depersonalization than female teachers. With respect to school types, teachers in Hauptschulen were more often affected by emotional exhaustion and showed more depersonalization. Part-time teachers felt less personal accomplishment than full-time teachers. The ERI cut off was exceeded by 21.6% of all teachers indicating that this subgroup is affected by an imbalance between too much effort and too little reward. With respect to the ERI, significant differences were found for school types, with a higher proportion of Hauptschulen teachers being above this cut off.
At present, the working situation of teachers appears to be characterized by a perceived imbalance of effort and reward and is associated with a high risk of developing burnout symptoms.
教师过早退休的高比例引发了一项关于其职业负担的研究。本研究的目的是详细阐述并扩展先前的调查，探讨（1）教师职业倦怠以及（2）教师付出与回报之间的关系。
采用马氏职业倦怠量表（MBI-D）和付出回报失衡量表（ERI），对德国10所文理中学和7所普通中学的949名教师进行了调查。
与其他关于员工职业倦怠的研究相比，我们发现情绪衰竭、去个性化和低个人成就感等职业倦怠症状的发生率较高。男教师的个人成就感显著低于女教师，去个性化程度则高于女教师。就学校类型而言，普通中学的教师更容易出现情绪衰竭，去个性化程度也更高。兼职教师的个人成就感低于全职教师。21.6%的教师超出了ERI的临界值，这表明该亚组受到努力过多而回报过少的失衡影响。在ERI方面，不同学校类型存在显著差异，普通中学教师超出临界值的比例更高。
目前，教师的工作状况似乎表现为努力与回报的感知失衡，并与出现职业倦怠症状的高风险相关。
