Department of Educational Sciences, University of Burgos, 09001 Burgos, Spain.
Department of Research and Psychology in Education, University Complutense of Madrid, 28040 Madrid, Spain.
Int J Environ Res Public Health. 2022 Mar 2;19(5):2907. doi: 10.3390/ijerph19052907.
In recent decades, there has been a growing body of research showing the relationship between teaching work and several health problems, both physical and psychological. Some of these studies relate personal competencies and resources to teachers' occupational health. Based on the construct of Effective Personality, proposed by Martin del Buey, Martín Palacio, and Di Giusto, the aim was to analyse the relationship between the dimensions of the construct and Teachers' Occupational Health. A descriptive cross-sectional design was used. It was based on the application of the Teacher Health Questionnaire (CSD) and the Efficacy Personality Questionnaire-Adults (CPE-A). The sample consisted of 700 non-university teachers aged between 26 and 66 years, = 47.65 = 8.68. Descriptive, correlational, linear regression, and structural equation analyses were carried out. The results confirmed the relationship between the Efficacy Personality construct and Teachers' Occupational Health ( = 0.45 **). In addition, the regression analysis indicated the relevance of each factor of Efficacy Personality in the factors of Teachers' Occupational Health. The variance of Self-efficacy is the most explained by the dimensions of Efficacy Personality (40.2%), with positive relationships. The structural equation analysis confirmed the influence between Efficacy Personality and the factors of Self-Efficacy and Satisfaction, explaining 55.0% of the variance. It is concluded, therefore, that Efficacy Personality has a protective function on Teacher Occupational Health; the higher the Efficacy Personality scores are, the better the results in health gain-Self-efficacy and satisfaction-and the lower the result in health loss-burnout, cognitive affections, musculoskeletal affections, and voice alterations. These results facilitate the design of prevention and intervention programmes for teachers' occupational health, which strengthen and improve personal and socio-affective competencies.
近几十年来，越来越多的研究表明教学工作与身体和心理的多种健康问题之间存在关联。其中一些研究将个人能力和资源与教师的职业健康联系起来。基于马丁内斯·德尔·比耶（Martin del Buey）、马丁·帕拉西奥（Martín Palacio）和迪朱斯托（Di Giusto）提出的有效人格理论，本研究旨在分析人格维度与教师职业健康之间的关系。采用描述性的横断设计，基于教师健康问卷（CSD）和成人效能人格问卷（CPE-A）的应用。样本包括 700 名年龄在 26 岁至 66 岁之间的非大学教师，n = 700，M = 47.65，SD = 8.68。进行了描述性、相关性、线性回归和结构方程分析。结果证实了有效人格结构与教师职业健康之间的关系（r = 0.45 **）。此外，回归分析表明，有效人格的每个因素在教师职业健康的各个因素中都具有相关性。自我效能感的变异主要由有效人格的维度解释（40.2%），且呈正相关。结构方程分析证实了有效人格与自我效能感和满意度因子之间的影响，解释了 55.0%的方差。因此，可以得出结论，有效人格对教师职业健康具有保护作用；有效人格得分越高，在健康增益（自我效能感和满意度）方面的效果越好，在健康损失（倦怠、认知影响、肌肉骨骼影响和声音改变）方面的效果越差。这些结果有助于设计教师职业健康的预防和干预计划，这些计划可以加强和提高个人和社会情感能力。
