乌干达西南部中学教师的工作认知导致其压力过大。
Job Perceptions Contribute to Stress among Secondary School Teachers in Southwestern Uganda.
机构信息
Department of Psychology, University of Konstanz, 78567 Konstanz, Germany.
Department of Psychology, University of Bielefeld, 33501 Bielefeld, Germany.
出版信息
Int J Environ Res Public Health. 2021 Feb 26;18(5):2315. doi: 10.3390/ijerph18052315.
(1) Background: Teachers' personal and strenuous working conditions reflect the realities of the teaching vocation that may result in increased stress levels and associated negative consequences, such as negative emotions. It is also well-known that teacher stress contributes to more violence against students. However, little is known about personal and school context factors that contribute to teachers' stress. The current study examined whether, in addition to school-related factors, job perceptions, including the feeling of pressure at work and perceived school climate and teaching difficulties, contribute to teachers' stress. (2) Methods: A representative sample of 291 teachers from 12 public secondary schools in southwestern Uganda responded to self-administered questionnaires. (3) Results: Teaching difficulties and feelings of pressure at work contributed to teachers' stress. Furthermore, stress did not vary with teachers' sociodemographic variables. (4) Conclusions: Teachers' perceptions of their working conditions were associated with teacher stress levels. Therefore, more efforts need to be geared towards improving the working conditions of teachers as a way of reducing stress.
(1) 背景：教师的个人和艰苦的工作条件反映了教学职业的现实，这可能导致压力水平升高和相关的负面后果，如负面情绪。众所周知，教师压力会导致更多针对学生的暴力行为。然而，对于导致教师压力的个人和学校环境因素知之甚少。本研究探讨了除了与学校相关的因素外，工作认知，包括工作压力感和感知到的学校氛围和教学困难，是否会对教师的压力产生影响。(2) 方法：乌干达西南部 12 所公立中学的 291 名教师对自我管理的问卷做出了回应。(3) 结果：教学困难和工作压力感导致了教师的压力。此外，压力与教师的社会人口统计学变量无关。(4) 结论：教师对工作条件的认知与教师的压力水平有关。因此，需要做出更多努力来改善教师的工作条件，以减轻压力。
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