Fute Antony, Sun Binghai, Oubibi Mohamed
College of Teacher Education, Zhejiang Normal University, Jinhua, People's Republic of China.
Psychol Res Behav Manag. 2022 Sep 13;15:2561-2571. doi: 10.2147/PRBM.S383292. eCollection 2022.
Teachers' mental health is an imperative aspect in ensuring their appropriate cognition, behaviors and perception. Studies have reported mixed results on work engagement and compassion fatigue among employees in different time and cultures. This study assesses and examines the correlation between Chinese teachers' work engagement and compassion fatigue during the pandemic.
An online questionnaire was designed through a Chinese data collection platform (Credamo), and the sample of 3147 teachers in Zhejiang province (China) completed the survey online. The Utrecht Work Engagement Scale (UWES) was used to measure teachers' work engagement (WE), while the Professional Quality of Life Scale version 5 (ProQoL-5) was used to measure teachers' compassion fatigue (CF). SPSS 25, PROCESS Macro of SPSS, and JASP were used to analyze the data.
The results indicated a negative correlation between teachers' work engagement and compassion fatigue in general, while particularly, vigor, dedication, and absorption negatively correlated with burnout (r = -0.370, r = -0.243, and r = -0.220 respectively), but positively correlating with secondary traumatic stress (r = 0.489, r = 0.343, and r = 0.319).
Teachers' working experience positively correlates with their work engagement but negatively correlates with their compassion fatigue.
Teachers' work engagement (ie, dedication) is important in reducing compassion fatigue and maintaining compassion satisfaction.
教师的心理健康是确保其具备恰当认知、行为和观念的一个至关重要的方面。研究报告了在不同时间和文化背景下，员工的工作投入和同情疲劳情况存在不同结果。本研究评估并考察了疫情期间中国教师的工作投入与同情疲劳之间的相关性。
通过一个中国数据收集平台（Credamo）设计了一份在线问卷，中国浙江省的3147名教师样本在线完成了该调查。使用乌得勒支工作投入量表（UWES）来测量教师的工作投入（WE），同时使用生活质量专业量表第5版（ProQoL-5）来测量教师的同情疲劳（CF）。使用SPSS 25、SPSS的PROCESS宏程序以及JASP对数据进行分析。
结果表明，教师的工作投入与同情疲劳总体上呈负相关，具体而言，活力、奉献和专注与职业倦怠呈负相关（分别为r = -0.370、r = -0.243和r = -0.220），但与继发性创伤压力呈正相关（r = 0.489、r = 0.343和r = 0.319）。
教师的工作经历与其工作投入呈正相关，但与其同情疲劳呈负相关。
教师的工作投入（即奉献）对于减少同情疲劳和维持同情满意度很重要。
