Kagotani Megumi, Asakura Takashi, Sakuma Hiromi
Tokai University.
Tokyo Gakugei University.
Nihon Koshu Eisei Zasshi. 2021 Jun 3;68(5):349-362. doi: 10.11236/jph.20-038. Epub 2021 Mar 31.
Objectives The purpose of this study was to identify the factors related to plateaus to support the career development of Yogo teachers (school nurses).Methods In March 2017, 1,000 elementary, junior high, and high schools in Tokyo, Kanagawa, Saitama, and Chiba prefectures were stratified and randomized. Questionnaires were sent to 1,000 Yogo teachers in each school. Plateaus among Yogo teachers were analyzed by hierarchical multiple regression analysis and path analysis by creating a conceptual framework that leads to plateauing through work engagement from professional autonomy (innovative behavior), social support in the workplace, and work-related stressors.Results Data from 335 Yogo teachers were included in the analysis. The path analysis indicated that the factors that influenced content plateau among Yogo teachers were work engagement, self-learning of professional autonomy (innovative behavior), and years of experience. Work engagement was influenced by self-learning, pursuit of better practice, informational support, instrumental support, emotional support, role ambiguity, and job position. The developed model was a substantial fit to the data: CFI=1.00, RMSEA=0.00, SRMR=0.01. The coefficient of determination was R=0.41 for the content plateau phenomenon and R=0.45 for work engagement. Factors that influenced hierarchical plateau among Yogo teachers were work engagement, self-learning, education, job position, and the absence of a school counselor. Work engagement was influenced by self-learning, pursuit of better practice, informational support, instrumental support, emotional support, role ambiguity, and job position. The model was a substantial fit to the data: CFI=1.00, RMSEA=0.00, SRMR=0.01. The coefficient of determination was R=0.25 for the hierarchical plateau phenomenon and R=0.45 for work engagement.Conclusions This study found that the low plateau phenomenon among Yogo teachers was associated with high self-learning of professional autonomy (innovative behavior) and work engagement. To prevent the plateau phenomenon, it is necessary to support them to enhance self-learning, create a conducive work environment, and consider training for Yogo teachers that takes into account their years of experience.
目的 本研究旨在确定与职业发展停滞期相关的因素，以支持保健教师（学校护士）的职业发展。方法 2017年3月，对东京、神奈川、埼玉和千叶县的1000所小学、初中和高中进行分层随机抽样。向每所学校的1000名保健教师发放问卷。通过分层多元回归分析和路径分析，构建一个从职业自主性（创新行为）的工作投入、工作场所的社会支持和工作相关压力源导致职业发展停滞的概念框架，对保健教师的职业发展停滞期进行分析。结果 335名保健教师的数据纳入分析。路径分析表明，影响保健教师内容停滞期的因素是工作投入、职业自主性（创新行为）的自我学习和工作年限。工作投入受自我学习、追求更好实践、信息支持、工具支持、情感支持、角色模糊和工作岗位的影响。所构建的模型与数据拟合良好：CFI = 1.00，RMSEA = 0.00，SRMR = 0.01。内容停滞期现象的决定系数R = 0.41，工作投入的决定系数R = 0.45。影响保健教师层级停滞期的因素是工作投入、自我学习、学历、工作岗位和学校没有辅导员。工作投入受自我学习、追求更好实践、信息支持、工具支持、情感支持、角色模糊和工作岗位的影响。该模型与数据拟合良好：CFI = 1.00，RMSEA = 0.00，SRMR = 0.01。层级停滞期现象的决定系数R = 0.25，工作投入的决定系数R = 0.45。结论 本研究发现，保健教师的低职业发展停滞期现象与职业自主性（创新行为）的高自我学习和工作投入有关。为防止职业发展停滞期现象，有必要支持他们加强自我学习，营造有利的工作环境，并考虑针对保健教师开展结合其工作年限的培训。
