Science and Technology Learning Group, Anuban Chonburi School, Thailand.
Occupational Health and Safety Program, Bansomdejchaopraya Rajabhat University, Thailand.
J UOEH. 2024;46(2):203-213. doi: 10.7888/juoeh.46.203.
This study aimed to investigate the risk factors affecting stress and burnout among teachers after the COVID-19 pandemic in Thailand. The sample comprised 400 school teachers in the municipality of Chonburi province. The results found that the factors affecting stress were working more than 8 hours per day (2.03; 95%CI, 1.01-4.09), and being sick but having to come to work (2.30; 95%CI, 1.12-4.70). Factors affecting teacher burnout in the emotional exhaustion dimension were having frequent or almost constant time pressure (2.57; 95%CI, 1.92-6.73), a low level of job satisfaction (4.00; 95%CI, 1.55-10.34), and a low level of their own ability to work (2.57; 95%CI, 1.92-7.17). Factors affecting the cynicism dimension were having daily conflicts at work or having a moderate to high level of work-related problems (5.55; 95%CI, 1.71-18.04), and a low level of their own ability to work (3.40; 95%CI, 1.41-8.17). It is recommended that the schools' personnel development department allocate work to suit the needs and expertise of teachers so that they can work to their full potential.
本研究旨在探讨泰国新冠疫情后影响教师压力和倦怠的因素。样本包括春武里府直辖市的 400 名学校教师。结果发现，影响压力的因素是每天工作超过 8 小时（2.03；95%CI，1.01-4.09）和生病但必须上班（2.30；95%CI，1.12-4.70）。影响情绪耗竭维度教师倦怠的因素是经常或几乎持续面临时间压力（2.57；95%CI，1.92-6.73）、工作满意度低（4.00；95%CI，1.55-10.34）和自身工作能力低（2.57；95%CI，1.92-7.17）。影响玩世不恭维度的因素是工作中每天都有冲突或有中度到高度的工作相关问题（5.55；95%CI，1.71-18.04）以及自身工作能力低（3.40；95%CI，1.41-8.17）。建议学校人事发展部门根据教师的需求和专长分配工作，以便他们能够充分发挥潜力。
