MGEN Foundation for Public Health, 3 square Max Hymans, 75748, Paris Cedex 15, France.
Int Arch Occup Environ Health. 2019 Aug;92(6):891-900. doi: 10.1007/s00420-019-01431-6. Epub 2019 Apr 11.
To investigate the relationship between social support at work and burnout among teachers, independent of the teachers' private social and environmental context.
In the 2013 "Teachers' Quality of Life" population-based study (France, n = 2653), burnout symptomatology was assessed using the Maslach Burnout Inventory. The score for each dimension (emotional exhaustion, depersonalization and personal accomplishment) was dichotomized using extreme tertiles. Global score for social support at work, and subscores by source and type were derived from the Karasek Job Content Questionnaire and were categorized into tertiles (low, medium, and high). The private context was appraised through the "social relationships" and "environment" subscales of the short version of the World Health Organization Quality of Life Questionnaire. Associations between social support at work and burnout indicators were evaluated among 2473 teachers with complete data, using logistic regression models adjusted for the private context plus sociodemographic and work-related characteristics.
Eight percent of the teachers showed simultaneously high emotional exhaustion, high depersonalization and low personal accomplishment symptoms and were considered as burnout cases. After controlling for the private context, teachers who reported high social support at work were significantly less likely to report burnout [odds ratio (95% confidence interval) high vs. low = 0.62 (0.40, 0.98)]. When distinguishing the source of social support at work, only high social support from supervisors remained significantly associated with a lower risk of burnout [0.43 (0.27, 0.71)].
Improving social support at work, especially from a hierarchical point of view, may be an effective target to promote teacher's well-being.
研究工作中的社会支持与教师倦怠之间的关系，而不考虑教师的私人社会和环境背景。
在 2013 年的“教师生活质量”（法国，n=2653）的基于人群的研究中，使用 Maslach 倦怠量表评估倦怠症状。每个维度（情感衰竭、去人格化和个人成就感）的得分均使用极端三分位数进行二分法。工作中的社会支持的总分以及来源和类型的子得分是从 Karasek 工作内容问卷中得出的，并分为三分位数（低、中、高）。通过世界卫生组织生活质量问卷简表的“社会关系”和“环境”子量表评估私人环境。在 2473 名具有完整数据的教师中，使用逻辑回归模型评估工作中的社会支持与倦怠指标之间的关系，该模型调整了私人环境以及社会人口统计学和工作相关特征。
8%的教师同时表现出高度的情感衰竭、高度的去人格化和低个人成就感症状，被认为是倦怠病例。在控制私人环境后，报告工作中社会支持度高的教师报告倦怠的可能性显著降低[比值比（95%置信区间）高 vs. 低=0.62（0.40, 0.98)]。当区分工作中的社会支持的来源时，只有来自主管的高社会支持与较低的倦怠风险显著相关[0.43（0.27, 0.71)]。
改善工作中的社会支持，特别是从层级角度来看，可能是促进教师幸福感的有效目标。
