Chalghaf Nasr, Chen Wen, Tannoubi Amayra, Guelmami Noomen, Puce Luca, Ben Said Noureddine, Ben Khalifa Maher, Azaiez Fairouz, Bragazzi Nicola Luigi
Higher Institute of Sport and Physical Education of Gafsa, University of Gafsa, Gafsa, Tunisia.
Department of Child Psychology, The Children's Hospital, Zhejiang University School of Medicine, National Clinical Research Center for Child Health, National Children's Regional Medical Center, Hangzhou, Zhejiang, China.
JMIR Form Res. 2022 Dec 1;6(12):e29130. doi: 10.2196/29130.
Physical education teachers often experience stress and job disengagement.
This study's aims were as follows: (1) to adapt in the Arabic language and test the reliability and the validity of the work-family conflict (WFC) and family-work conflict (FWC) scales, (2) to develop and assess the psychometric properties of work disengagement among physical education teachers, and (3) to evaluate an explanatory model by presenting the mediating role of perceived stress as a major influencing factor in work disengagement and job satisfaction.
A total of 303 primary and secondary school physical education teachers, comprising 165 (54.5%) men and 138 (45.5%) women participated voluntarily in our study. The measuring instruments are the Work Disengagement Scale, the Perceived Stress Scale, the WFC scale, the FWC scale, and the 9-item Teacher of Physical Education Job Satisfaction Inventory.
The Arabic language versions of the WFC and FWC scales had reasonably adequate psychometric properties, which were justified by confirmatory factor analyses and by the measurement of reliability, convergent, and discriminant validity through the measurement model using SmartPLS software. Similarly, the structural model established with SmartPLS confirmed strong links of the concepts of FWC, WFC, the job satisfaction questionnaire, and perceived stress with work disengagement among teachers of physical education.
There is a growing interest in helping teachers cope with the daily pressures of work and family. A positive organizational context is a context with clear values regarding work priorities, which constitutes the basis of a feeling of shared responsibility and professional support. Good conditions can act as protective factors reducing work stress and positively influencing personal well-being, work attitudes, work commitment, and professional efficiency. Additional research on teachers is needed to examine the relationship between perceived work stress and the role of families, along with the extent to which this association can have a significant impact on teachers' commitment to work.
体育教师经常经历压力和工作倦怠。
本研究的目的如下：（1）将工作-家庭冲突（WFC）和家庭-工作冲突（FWC）量表改编为阿拉伯语并测试其信效度，（2）开发并评估体育教师工作倦怠的心理测量特性，（3）通过呈现感知压力作为工作倦怠和工作满意度的主要影响因素的中介作用来评估一个解释模型。
共有303名中小学体育教师自愿参与我们的研究，其中男性165名（54.5%），女性138名（45.5%）。测量工具包括工作倦怠量表、感知压力量表、WFC量表、FWC量表以及9项体育教师工作满意度量表。
WFC和FWC量表的阿拉伯语版本具有合理充分的心理测量特性，这通过验证性因素分析以及使用SmartPLS软件通过测量模型对信度、收敛效度和区分效度的测量得到了证实。同样，用SmartPLS建立的结构模型证实了FWC、WFC、工作满意度问卷和感知压力这些概念与体育教师工作倦怠之间的紧密联系。
帮助教师应对工作和家庭的日常压力的兴趣日益浓厚。积极的组织环境是一个对工作优先级有明确价值观的环境，这构成了共同责任感和专业支持感的基础。良好的条件可以作为保护因素，减轻工作压力并对个人幸福感、工作态度、工作承诺和专业效率产生积极影响。需要对教师进行更多研究，以考察感知到的工作压力与家庭角色之间的关系，以及这种关联对教师工作承诺的影响程度。
