Khajehnasiri Farahnaz, Khazarloo Lila, Poursadeghiyan Mohsen, Dabiran Sohila
Department of Community Medicine, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
Department of Occupational Health Engineering, School of Health, Torbat Heydariyeh University of Medical Sciences, Torbat-e Heydarieh, Iran.
J Educ Health Promot. 2022 Jan 31;11:38. doi: 10.4103/jehp.jehp_444_21. eCollection 2022.
Promoting the well-being of students and teachers should be the goal of school mental health programs. A large body of evidence has highlighted that there is an emerging concern regarding the increasing stresses that teachers are dealing with. Burnout is a psychophysical state that is characterized by emotional exhaustion (EE), depersonalization (DP), and low sense of personal accomplishment (PA). We aimed to assess burnout level in teachers' population and its correlation with demographic characteristics because it not only can be affected teachers' health promotion but also student well-being promotion.
In the present cross-sectional study, 322 high-schoolteachers from the second district of Tehran were randomly selected and were asked to complete the standard Maslach Burnout Inventory questionnaire to evaluate the three areas of burnout. In addition, participants were interviewed for their demographic status (IR.TUMS.MEDICINE.REC.1397.473).
The results of this study showed that male teachers exhibit significantly lower score compared with female ones in all three indicators of burnout including EE, DP, and PA ( < 0.05). The number of children teachers and income level in men also influenced all three indices ( < 0.05). Regarding the impact of spouse's job status on burnout in men and women, PA was the only unaffected area ( > 0.05). Nevertheless, none of the demographic characteristics effected burnout domains in female teacher population.
Considering the results of this study that shows the higher burnout level in male teachers and its association with several demographic characteristics such as income level and number of children, special attention should be paid to this gender to reduce possible stress and mental illness.
促进学生和教师的幸福应该是学校心理健康项目的目标。大量证据表明，教师所面临的压力日益增加这一问题正受到越来越多的关注。职业倦怠是一种身心状态，其特征为情感耗竭（EE）、去人格化（DP）和个人成就感低落（PA）。我们旨在评估教师群体中的职业倦怠水平及其与人口统计学特征的相关性，因为这不仅会影响教师的健康促进，还会影响学生幸福的提升。
在本横断面研究中，从德黑兰第二区随机选取了322名高中教师，并要求他们完成标准的马氏职业倦怠量表问卷，以评估职业倦怠的三个方面。此外，还就参与者的人口统计学状况进行了访谈（IR.TUMS.MEDICINE.REC.1397.473）。
本研究结果表明，在职业倦怠的所有三个指标（包括情感耗竭、去人格化和个人成就感）上，男教师的得分均显著低于女教师（P<0.05）。男性教师的子女数量和收入水平也对所有三个指标产生影响（P<0.05）。关于配偶工作状况对男性和女性职业倦怠的影响方面，个人成就感是唯一未受影响的领域（P>0.05）。然而，没有任何人口统计学特征影响女教师群体的职业倦怠领域。
考虑到本研究结果显示男教师的职业倦怠水平较高，且与收入水平和子女数量等若干人口统计学特征相关，应特别关注这一性别群体，以减轻可能的压力和精神疾病。
