School of Nursing, Li Ka Shing Faculty of Medicine, The University of Hong Kong, PRC.
J Occup Health. 2011;53(1):23-35. doi: 10.1539/joh.l10037. Epub 2010 Nov 10.
This study aimed to assess the efficacy of a brief cognitive-behavioral program that was designed to reduce the work-related stress levels of secondary school teachers.
A quasi-experimental design was used to compare the intervention groups with the wait-list control groups. Seventy teachers from the intervention groups and 54 from the control groups completed a set of validated scales at the baseline and 3-4 wk later. The scales included the Depression Anxiety Stress Scale, the Dysfunctional Attitude Scale-Form A, the Health-Promoting Lifestyle Profile II, and the Occupational Stress Inventory Revised Edition.
After controlling for the baseline measures, the intervention groups had significantly lower role stress, personal strain and overall work-related stress 3-4 wk after the baseline measurements. The intervention groups also had significantly higher stress management behaviors, and less general stress and dysfunctional thoughts than the control groups (all p≤0.05). The levels of dysfunctional thoughts and stress management behaviors significantly predicted general stress after intervention and personal resource deficits. The level of dysfunctional thoughts also predicted the personal strain of work-related stresses (all p<0.05).
The brief program reported in this study was efficacious in reducing the work-related stress of secondary teachers. Teachers experienced less work-related stress after the program, and they reported reduced dysfunctional thoughts and enhanced stress management behaviors. This program may be considered as an initial strategy for teachers to develop skills to cope with their work-related stress in the short term and could be incorporated with other strategies to achieve longer-term effects.
本研究旨在评估一项旨在降低中学教师工作相关压力水平的简短认知行为方案的疗效。
采用准实验设计，将干预组与等待名单对照组进行比较。干预组的 70 名教师和对照组的 54 名教师在基线和 3-4 周后完成了一套经过验证的量表。这些量表包括抑郁焦虑压力量表、功能失调态度量表-A、健康促进生活方式量表 II 和职业压力量表修订版。
在控制基线测量后，干预组在基线测量后 3-4 周时的角色压力、个人压力和整体工作相关压力显著降低。与对照组相比，干预组的应激管理行为显著增加，一般应激和功能失调思维显著减少（均 p≤0.05）。干预后，功能失调思维和应激管理行为的水平显著预测一般应激和个人资源不足。功能失调思维的水平也预测了与工作相关压力的个人压力（均 p<0.05）。
本研究报告的简短方案在降低中学教师的工作相关压力方面是有效的。教师在参与该方案后经历的工作相关压力减少，他们报告的功能失调思维减少，应激管理行为增强。该方案可被视为教师短期发展应对工作相关压力技能的初始策略，并可与其他策略结合使用以实现长期效果。
