Institute of Teachers' Health at the Institute of Occupational, Social, and Environmental Medicine, Kupferbergterrasse 17-19, 55116 Mainz, Germany,
Institute of Teachers' Health at the Institute of Occupational, Social, and Environmental Medicine, Kupferbergterrasse 17-19, 55116 Mainz, Germany.
Occup Med (Lond). 2016 Mar;66(2):138-42. doi: 10.1093/occmed/kqv157. Epub 2015 Oct 1.
Teachers' mental health is commonly discussed in organizational health studies, but studies in special schools are rare. Work-related coping and experience patterns (WCEPs) have been shown to be associated with mental health and intentions to leave. The influence of organizational factors on coping patterns has not been examined.
To assess the distribution of WCEPs in special school staff and to identify potential influencing factors.
We surveyed a sample of teachers and educational staff in 13 German special schools using the WCEP questionnaire and COPSOQ (Copenhagen Psychosocial Questionnaire).
Of 245 teachers and 417 educational staff contacted, 114 teachers (47%) and 252 educational staff (60%) responded, an overall response rate of 55% (366/662). Coping patterns of special school staff were classified as unambitious (30%), excessively ambitious (7%), resigned (17%), healthy-ambitious (12%) or unclassifiable (34%). Furthermore we found several significant relations with demographic and organizational factors. For example, the resigned pattern is associated with age [Exp(B) 1.12; 95% CI 1.05-1.19], emotional demands [Exp(B) 1.07; 95% CI 1.01-1.12], work-family conflict [Exp(B) 1.07; 95% CI 1.03-1.10] and bullying [Exp(B) 1.04; 95% CI 1.00-1.08].
Since emotional and social factors are associated with risky (excessively ambitious or resigned) and unambitious coping patterns in special school teachers and educational staff, interventions should focus on them. Further research could explore causal relations and observe the development of coping styles over time.
教师的心理健康在组织健康研究中经常被讨论，但在特殊学校的研究很少。与工作相关的应对和经验模式（WCEPs）已被证明与心理健康和离职意愿有关。组织因素对应对模式的影响尚未被检验。
评估特殊学校工作人员的 WCEPs 分布，并确定潜在的影响因素。
我们使用 WCEP 问卷和 COPSOQ（哥本哈根心理社会问卷）对德国 13 所特殊学校的教师和教育人员进行了抽样调查。
在联系的 245 名教师和 417 名教育人员中，有 114 名教师（47%）和 252 名教育人员（60%）做出了回应，总体回应率为 55%（366/662）。特殊学校工作人员的应对模式分为无抱负（30%）、过度抱负（7%）、顺从（17%）、健康有抱负（12%）或无法分类（34%）。此外，我们还发现了一些与人口统计学和组织因素有关的显著关系。例如，顺从模式与年龄[Exp(B) 1.12；95%CI 1.05-1.19]、情绪需求[Exp(B) 1.07；95%CI 1.01-1.12]、工作-家庭冲突[Exp(B) 1.07；95%CI 1.03-1.10]和欺凌[Exp(B) 1.04；95%CI 1.00-1.08]有关。
由于情绪和社会因素与特殊学校教师和教育人员的风险（过度抱负或顺从）和无抱负应对模式有关，干预措施应集中在这些因素上。进一步的研究可以探索因果关系，并观察应对方式随时间的发展。
