DeFrank R S, Stroup C A
Department of Preventive Medicine and Community Health, University of Texas Medical Branch, Galveston 77550-2777.
J Psychosom Res. 1989;33(1):99-109. doi: 10.1016/0022-3999(89)90110-4.
Stress in teaching derives from a variety of sources, and evidence exists linking such stress to physical and mental health concerns. Detailed examination of the linkages among personal factors, job stress, job satisfaction and symptomatology have not been done in this occupation, however, and the present study examines a model interrelating these variables. A survey of 245 predominantly female elementary school teachers in southeast Texas suggested that demographic factors and teaching background do not influence stress, satisfaction or health concerns. However, while job stress was the strongest predictor of job satisfaction, this stress had no direct relationship with health problems, an unexpected finding. Write-in responses by teachers indicated additional sources of stress, many of which were environmental or policy-based in nature. The implications of these findings for future research and stress management interventions for teachers are discussed.
教学压力源自多种因素，且有证据表明这种压力与身心健康问题相关。然而，针对这一职业中个人因素、工作压力、工作满意度和症状之间的联系尚未进行详细研究，本研究考察了一个将这些变量相互关联的模型。对得克萨斯州东南部245名以女性为主的小学教师进行的一项调查表明，人口统计学因素和教学背景不会影响压力、满意度或健康问题。然而，虽然工作压力是工作满意度的最强预测因素，但这种压力与健康问题并无直接关系，这是一个意外发现。教师的书面答复指出了其他压力源，其中许多本质上是环境或政策方面的。本文讨论了这些研究结果对未来研究以及教师压力管理干预措施的启示。
