Mental Health Institute of the Second Xiangya Hospital, Key Laboratory of Psychiatry and Mental Health of Hunan Province, Central South University, Changsha, Hunan.
Department of Psychiatry, Luoding Dagang Hospital, Luoding, Guangdong, People's Republic of China.
Neuropsychiatr Dis Treat. 2014;10:123-30. doi: 10.2147/NDT.S56020. Epub 2014 Jan 17.
A growing number of studies have shown that education is a work context in which professionals (teachers) seem likely to suffer from burnout that may be associated with low levels of mental health. Although there is a demonstrated need to improve the mental health and burnout levels among teachers, little is known about their mental health status, particularly with respect to graduating class teachers in remote mountain areas with undeveloped economies. The purpose of this study was to survey mental health and burnout among graduating class teachers in remote mountain areas and to examine the influence of moderating variables.
We conducted a multilevel analysis of 590 graduating class teachers from 42 primary and secondary schools in remote mountain areas of Guangdong province in the People's Republic of China. The outcome variable of self-reported mental health was measured by the Symptom Checklist-90 (SCL-90), and burnout was measured by the Chinese Maslach Burnout Inventory for primary and secondary school teachers.
The status of both mental health and burnout among the respondents was significantly more troubling than the national norm used as a reference (P<0.05 or P<0.01). Each factor in the SCL-90 had a significant correlation with burnout (P<0.01). All factors of the SCL-90 were entered into the regression equation for each dimension of burnout (P<0.01). The factor having the greatest impact on emotional exhaustion and depersonalization was anxiety (beta 0.187 and 0.178, respectively). The factor having the greatest impact on reduced personal accomplishment and intellectual burnout was somatization (beta -0.214 and 0.185, respectively).
The current outlook for the status of mental health and burnout among teachers in remote mountain areas of Guangdong is not good. The level of mental health among these teachers is lower than the national average, and the level of burnout is higher. Mental health status has obvious effects on burnout among these teachers.
越来越多的研究表明，教育是一个专业人员（教师）可能会出现倦怠的工作环境，这可能与心理健康水平较低有关。尽管人们已经认识到需要改善教师的心理健康和倦怠水平，但对于经济欠发达的偏远山区毕业班教师的心理健康状况却知之甚少。本研究旨在调查偏远山区毕业班教师的心理健康和倦怠状况，并探讨调节变量的影响。
我们对中国广东省偏远山区 42 所中小学的 590 名毕业班教师进行了多层次分析。自我报告的心理健康的结果变量由症状清单-90（SCL-90）测量，倦怠由中国中小学教师 Maslach 倦怠量表测量。
与作为参考的全国标准相比（P<0.05 或 P<0.01），受访者的心理健康和倦怠状况明显更为令人担忧。SCL-90 的每个因素与倦怠都有显著相关性（P<0.01）。SCL-90 的所有因素都被纳入倦怠的每个维度的回归方程（P<0.01）。对情绪衰竭和去人性化影响最大的因素是焦虑（β分别为 0.187 和 0.178）。对个人成就感和智力倦怠影响最大的因素是躯体化（β分别为-0.214 和 0.185）。
目前，广东偏远山区教师的心理健康和倦怠状况不容乐观。这些教师的心理健康水平低于全国平均水平，倦怠水平较高。心理健康状况对这些教师的倦怠状况有明显影响。
