Hashimoto Hirofumi, Maeda Kaede
Graduate School of Literature and Human Sciences, Osaka City University, Osaka, Japan.
Urban-Culture Research Center, Graduate School of Literature and Human Sciences, Osaka City University, Osaka, Japan.
Front Psychol. 2021 Dec 6;12:737125. doi: 10.3389/fpsyg.2021.737125. eCollection 2021.
The purpose of the current study was to examine the influence of individuals' help-seeking preference (HSP) and their collective perception of the organizational climate in school on teachers' mental health. Previous studies demonstrated that HSP was negatively associated with risk of burnout, suggesting that teachers who hesitate to seek help from their colleagues are more likely to have mental health problems. Thus, the current study hypothesized that a collegial organizational climate would be negatively associated with burnout. To test this hypothesis, we developed a scale to measure schoolteachers' collective perception of their organizational climate (Study 1), and the newly developed scale was used to assess its relationship with HSP and teachers' burnout risk (Study 2). The results demonstrated that younger teachers, a low level of help-seeking, and a less collaborative climate increased the risk of burnout. The results also showed a significant interaction effect, indicating that HSP was less closely associated with teachers' burnout risk if their organization was perceived as having a collegial climate. These findings clearly show how the social environment of a school's organizational climate can affect schoolteachers' mental health in Japan.
本研究的目的是考察个体的求助偏好（HSP）以及他们对学校组织氛围的集体认知对教师心理健康的影响。以往研究表明，HSP与职业倦怠风险呈负相关，这表明那些犹豫是否向同事求助的教师更有可能出现心理健康问题。因此，本研究假设合作性的组织氛围与职业倦怠呈负相关。为了验证这一假设，我们开发了一个量表来测量学校教师对其组织氛围的集体认知（研究1），并使用新开发的量表来评估其与HSP和教师职业倦怠风险的关系（研究2）。结果表明，年轻教师、低求助水平以及缺乏合作的氛围会增加职业倦怠的风险。结果还显示出显著的交互作用，表明如果教师认为其所在组织具有合作氛围，那么HSP与教师职业倦怠风险的关联就不那么紧密。这些发现清楚地表明了日本学校组织氛围的社会环境是如何影响教师心理健康的。
