| Objective:Through the study on the teachers’ occupation burnout, tension, work ability, coping style, social support questionnaire, understand the health status, physical and mental factors of teacher’s occupation stress and its impact on Teachers’ health and work ability. Provide the basic data for the teacher occupation Xinjiang area of intense study, improve the study of teachers’ occupation of Chinese psychological aspects of information, provides the basis for the government and relevant departments of the decision. Methods:according to the stratified cluster random sampling method, selected two city, three state, University, middle school, primary school teacher6600people, are occupation stress factors, work ability, physical and mental health questionnaire. Results:1) occupation stress level teachers different:in the environmental stress, dangerous dimension, role overload, task discomfort, fuzzy tasks and individual coping resources dimension, primary school teachers was the highest (P<0.05, P<0.01); The possible dimensions of communication, junior middle school teachers was the highest (P<0.01); stress scores the highest high school teachers in the level of demand,the cooperative task uncertainty, organizational issues, attention needs work, time pressure, working environment, the individual stress overall response, interpersonal stress and physical (P<0.01), in the coping resource dimension was the lowest (P<0.01); University Teachers in complexity, task control, participation, time control, the possibility of cooperation, work interference, close cooperation, task boundaries, responsibilities and operational stress reaction dimension scores were the highest (P<0.01); All levels of teachers, there is no significant difference in the unreasonable position requirement dimension (P>0.05).2) occupation stress factors of different levels of different subjects teachers vary:primary school teachers, the complexity degree of demand, cooperation, task control, participation, communication possibilities, attentional demands, time pressure, dangerous, close cooperation, professional task scores, role overload and task fuzzy dimension, primary school teachers scored higher than the teachers of the secondary subject (P<0.05, P<0.01). Middle school teachers, language teachers in complexity, interference, attentional demands, time pressure, total occupation task, role overload, psychological stress scores the highest (P<0.05, P<0.01); mathematics teacher at Mission Control and unreasonable position requires the highest score (P<0.01); the highest in English teachers the possibility of cooperation, task uncertainty, fuzzy tasks, tense personal strain score, interpersonal reaction, physical strain scores (P<0.05, P<0.01). University teachers, humanities teachers were highest in task complexity, fuzzy, individual stress response in general, psychological stress and physical stress scores (P<0.05, P<0.01); engineering professional teachers have the highest in the dimension of interpersonal stress reaction and work organization (P<0.05); Agronomy Specialty Teachers in the task is not, mission control, participation, time control and the possibility of cooperation and individual coping resource dimension scores were the highest (P<0.05, P<0.01); medical professional teachers as the interference and the close cooperation of the highest scores in the dimensions of task uncertainty, requirements, unreasonable position.(P<0.05, P<0.01);3) different levels of teachers occupation tension degree each are not identical:in moderate occupation tension teacher ratio is32.6%, the teachers of different levels above moderate occupation tension detection rate from high to low is:high school (34.4%), primary school (33.7%),University (33.4%) and middle school (30%). Teacher ratios moderate, personal strain was37.6%, moderate level teachers with different personal strain detection rate from high to low is:high school (51.8%), University (49.4%),middle (48.4%) and primary school (42.9%). In moderate or severe lack of individual coping resources teacher ratio is27.3%, the teachers of different levels above moderate the lack of personal resources detection rate from high to low is:high school (29.9%), University (28.9%), primary school (26.3%)and junior high school (25.6%). That teacher occupation tension degree is high; high school teacher occupation tension especially serious, individual coping resources are relatively scarce;4) different levels of different subjects teachers nervous degree each are not identical:occupation task dimension, primary school teachers occupation more than moderate tension detection rate of36.5%, the detection rate of27.6%middle school teachers of the secondary subject; different subjects teachers more than moderate occupation tension detection rate from high to low in order:Chinese(positive rate35.9%), foreign language (detection rate of32.8%), mathematics (positive rate32.4%) and other subjects (positive rate27.4%); university teachers of different subjects taught more than moderate occupation tension detection rate from high to low is:Professional(positive rate was37.5%), the Humanities (positive rate36.7%), medical (positive rate31.2%), Science (detection rate29.3%), engineering (positive rate28.1%), agriculture(positive rate25.1%); The individual stress reaction in moderate dimensions, primary schoolteachers individual stress reaction rate was44.2%, the detection rate of39.9%middle school teachers of the secondary subject; different subjects teachers more than moderate personal strain detection rate from high to low is: Chinese (positive rate53.7%), foreign language (positive rate52.9%), mathematics (48.9%detection rate) and other subjects (positive rate47.3%);university teachers of different subjects taught more than moderate personal strain detection rate from high to low:Humanities (positive rate was53.4%), engineering (positive rate52.8%), other professional (positive rate50.2%), medical (positive rate47.3%), Science (43.3%detection rate), agriculture(positive rate40.7%);Personal resources dimension, primary school immoderate or severe personal strain of major teacher assistant teachers detection rate of44.2%, the detection rate of39.9%; the middle school teachers of different subjects taught more than moderate personal strain detection rate from high to low is:Chinese (positive rate53.7%), foreign language (positive rate52.9%),Mathematics (48.9%detection rate) and other subjects(positive rate47.3%); university teachers of different subjects taught more than moderate personal strain detection rate from high to low:Humanities (positive rate was53.4%), engineering (positive rate52.8%), other professional (positive rate50.2%), medical (positive rate47.3%), science (43.3%detection rate), agriculture(positive rate40.7%);5) correlation analysis of individual character and occupation tension that influence teachers’occupation teachers, intense individual characteristics from high to low is:age, education, gender, nationality, marriage and monthly income;6) in the occupation population especially mental workers, teachers bear the higher occupation tension, and the individual coping resources relative scarcity:in complexity, variability, cooperation degree of demand, task control, time control, possibility of communication, the possibility of cooperation, task uncertainty, organizational issues, not reasonable position to seek, attentional demands, time pressure, dangerous, close cooperation of the14dimension, teachers scored higher than Urumqi mental norm (P<0.01); in the task too heavy, the task is not, fuzzy tasks, task boundaries, business nervous reaction, psychological stress, interpersonal stress reaction and physical strain8dimensions and occupation tasks and work stress scores, teachers scored higher than the occupation population the southwest area norm (P<0.01). In the personal resources project total and leisure, health care, social support and rational coping dimensions, teachers were all lower than those in the occupation population in southwest norm (P<0.05, P<0.01);7) health status of different individual characteristics of teachers’ psychological vary:male, ethnic minorities, with higher education and income of teachers in the job burnout and mental fatigue scores were higher than the female, the Han nationality, low education and low income of teachers (P <0.05, P<0.01); female, low education, high school age, married and low income of teachers in the emotional resources dimension scored higher (P<0.05, P<0.01); female,10～20years of teachers in physical fatigue dimension scored higher (P<0.01); women, minorities, low degree, high seniority teachers in the dimensions of social support scores (P<0.05, P<0.01); female, Han, low degree, high seniority teachers in problem solving and help seeking dimension scored higher (P<0.05, P<0.01) male, highly educated, high income of teachers in the self blame, fantasy and rational dimension scored higher (P <0.01);8) the mental health status of teachers of different level is different:the primary school teachers in the emotional exhaustion, physical fatigue, social support, problem-solving and help seeking dimension scored higher (P<0.05, P<0.01); senior high school teachers in the job burnout, mental fatigue score, self blame, fantasy dimension scored higher (P<0.01), the dimensions of social support score was lower (P<0.01); university teachers in the reduction of personal accomplishment dimension scores (P<0.01). Different levels school teachers burnout level of moderate and above the total detection rate from high to low is:high school (positive rate56%), middle school (positive rate51.5%), University (positive rate51.4%) and primary school (positive rate45%);9) the mental health status of teachers of different level is different:the primary school teachers in the emotional exhaustion, physical fatigue, social support, problem-solving and help seeking dimension scored higher (P<0.05, P<0.01); senior high school teachers in the job burnout, mental fatigue score, self blame, fantasy dimension scored higher (P<0.01), the dimensions of social support score was lower (P<0.01); university teachers in the reduction of personal accomplishment dimension scores (P<0.01). Different levels school teachers burnout level of moderate and above the total detection rate from high to low is:high school (positive rate56%), middle school (positive rate51.5%), University (positive rate51.4%) and primary school (positive rate45%). Teachers and police and medical personnel two occupation of comparison, the cumulative detection of moderate and above the level of burnout degree detection rate from high to low are teachers (positive rate87.85%), the police (positive rate69.21%) and staff (47.12%);10) psychological health of different stress level teachers:teachers in different high tension high burnout ratio higher, reaching55.01%. Tip of high tension are more likely to cause the teachers feel the higher degree of job burnout. Different stress level of teachers’ mental fatigue score have significant difference (P<0.01). High tension level of teachers’ psychological fatigue score is high, suggesting that high strength occupation tension so that the teacher was easy to mental fatigue. Different stress level of teachers’ social support score was statistically significant (P<0.01). With the deepening of the degree of stress, social support gradually reduced. There are significant differences between scores of different stress level teachers coping style (P<0.01), the higher the degree of teachers’ stress, coping was lower, immature coping style score higher;11) different levels of different characteristics of teacher occupation tension is different:the primary school teacher occupation tension score have significant difference in gender, nationality, educational background, professional title, seniority and income per month (P <0.05, P<0.01), female, high professional title, seniority, high income teacher occupation tension high, Han, undergraduate course and the teacher individual coping resources more abundant; junior middle school teachers’ occupation tension score have significant difference in gender, nationality, age, professional title, marital status and income per month (P<0.05, P<0.01), male, the Han nationality,10～20years seniority and married teachers occupation tension high, high professional title, seniority and high income of individual teachers coping resources more abundant; occupation high school teachers nervous score statistically significant difference in gender, nationality, educational background, professional title, age, marital status and income per month (P<0.05, P<0.01), male, Han nationality, high degree,10～20years seniority and married teachers occupation tension high, Han, high professional title high income, high school age and individual teacher with rich resources; university teacher occupation tension scores in gender, nationality, age, marital status and monthly There are significant differences between income (P<0.05, P<0.01);12) different levels of teachers occupation tension and psychological health relationship is different:primary school teacher occupation tension dimensions and depersonalization, reduced personal accomplishment, mental fatigue were correlated (P<0.05,P<0.01); junior middle school teachers’ occupation tension and the dimensions of emotional exhaustion, depersonalization, physical fatigue, mental fatigue, overall, for fatigue are relevant (P<0.05, P<0.01); high school teacher occupation tension and the dimensions of emotional exhaustion, depersonalization, job burnout, physical fatigue, mental fatigue, fatigue, general, objective support, self blame, for help, rationalization, with correlation (P<0.05, P<0.01); the university teacher occupation tension dimensions and mental health in relation to all dimensions of task:occupation and reduced personal accomplishment, solve the problem with correlation (P<0.05, P<0.01);13) health level teachers varied among different primary school teachers:respiratory system, musculoskeletal disease, mental disease, cardiovascular disease tumor disease, a higher rate of junior high school teachers; develop the blood, genitourinary system, neural and sensory organs, endocrine and metabolic system disease rate is high; High school teachers had higher proportion of digestive system diseases. Primary school teachers had a higher proportion of hypertension and coronary heart disease; diabetes and stroke of junior high school teachers in higher proportion. Different levels of teachers suffering from chronic diseases ratio from high to low as follows:junior high school (33.5%), primary school (32.9%), high school (19.7%), University (14%). Different levels of teacher absenteeism rate from high to low is:University (35.5%), primary school, junior high school (33.4%)(33.2%), high school (26.1%), teacher absenteeism rate reached32%. That teacher absenteeism rate is higher, their health concerns. The teacher is the main disease in respiratory system disease, digestive organs, these two diseases accounted for67.53%of the total number of teachers, for teachers28.77%teachers of disease; chronic disease is hypertension and coronary heart disease, these two diseases accounted for7.63%of the total number of teachers, teachers are suffering from chronic diseases accounted for83.35%;14) health status of different stress level teachers:a different occupation tension levels on caused by various types of acute and chronic diseases have an impact, as tensions increased prevalence ratio is also increased;15) individual characteristics of teachers with different work ability is different:the male teachers scored higher than female teachers work ability index (P<0.01). The Han teachers work ability index score higher than minority teachers of undergraduate course and the degree of group of teachers’ work ability index score lower than graduate teachers (P<0.01). Teachers of different titles of work ability index score from high to low is intermediate, junior and senior (P<0.05). Ability to work with different seniority teachers score from high to low is<10years,10-20years, more than20years (P<0.01). Unmarried teachers work ability index score higher than married teachers (P<0.01). The ability to work with different monthly income of teachers from high to low scores>5000Yuan,3000～5000Yuan and<3000Yuan;16) levels of teachers with different work ability score differences (P<0.01), from high to low according to the University, high school, middle school and primary school;17) different subjects (Professional) and there are significant differences between teachers’ work ability index score (P<0.01). The ability to work as primary school teachers was higher (P< 0.01); work ability in Chinese subject teachers index lower, other subject teachers work ability index scores (P<0.01); University of humanities teachers work ability index score lower, agronomy work ability index was higher (P<0.01);18) different levels of different stress level teacher’s ability is different:the ability of different stress level work at all levels of teachers, the excellent and good rate from high to low is moderate tension, high tension and low tension in turn;19) Correlation analysis and multiple regression analysis showed that, the teacher occupation stress and health was positively correlated (P<0.01), has an impact on the work ability; influence of school level, seniority, job burnout, mental fatigue, disease, illness, occupation task, personal strain ability of workers is relatively large. Conclusion:1) different teachers’occupation stress factors and occupation stress level is different:the environmental stress, task, the task too heavy, dangerous task discomfort, fuzzy tasks is the main stress factors of primary school teachers; possibility of communication is the main stress factors of junior middle school teachers; cooperation demand degree, task uncertainty, work organization the problem, the attentional demands, time pressure, working environment is the main stress factors in senior high school teachers, and tension tension in individual overall response, interpersonal relationship and body stress reaction is strong; complexity, task control, participation, time control, the possibility of cooperation, work interference, close cooperation, task boundaries and the responsibility university teachers mainly stress factors, and in the business of nervous reaction is strong; high school teacher occupation tension is particularly serious, the individual should the resources are relatively scarce; primary school teachers coping resources are abundant;2) different subjects teachers’ occupation and occupation tension stress factors with different levels of complexity, degree of demand:cooperation, task control, participation, communication possibilities, attentional demands, time pressure, dangerous, close cooperation, occupation of total task, role overload and task ambiguity is the primary school teachers. The main stress factors; complexity, interference, attentional demands, time pressure, occupation, work overload is the main task of the total stress factors of middle school Chinese teachers, and in psychological stress reaction is strong; the task control and unreasonable position requirement is the main stress factors of middle school mathematics teachers; the possibility of cooperation, task uncertainty, fuzzy tasks is the main stress factors of middle school English teacher, and teach and somatic nervous negative reaction is stronger in individual nervous especially; role ambiguity, complexity is the main stress factors of Humanities University teachers, and the individual stress reaction, psychological stress and physical stress reacted strongly; work environment is the main stress factors in University of science professional teachers; work organization is University of engineering professional The main stress factors of teachers, and in interpersonal tension reacted strongly; task discomfort, mission control, participation, time control and the possibility of cooperation is the main stress factors of university teachers in agronomy, agriculture professional teachers coping resources more abundant; close task uncertainty, unreasonable position requirements, interference and cooperation is the main stress factors of Teacher Professional Medical University; primary school, middle school, university major in Humanities and medical subjects teachers occupation tension is serious; primary school, middle school, university major in Humanities and engineering subjects taught the teacher individual stress reaction is strong; primary school, junior middle school Chinese subject, University of Humanities and science subjects taught teachers lack of individual coping resources;3) in the occupation population especially mental workers, teachers bear the higher occupation tension, and lack in coping resources; influence teachers’occupation intense individual characteristics related degree from high to low are: age, education, gender, nationality, marriage and monthly income;4) health status of different individual characteristics teachers’ psychological each are not identical:the poor men, minority, with higher education and income of teachers’ psychological health; women, minorities, low degree, high seniority teachers get social support is relatively more; male, ethnic minority, with higher education and income teachers tend to use immature coping or mixed, mature methods female, Han, low degree, high seniority teachers tend to use problem-solving and help seeking;5) the mental health status of teachers at different levels are not the same:primary school teachers are more likely to experience feelings of excessive consumption of resources and physical fatigue, to obtain higher social support, problem-solving and help seeking tendency with the mature coping styles of high school teachers; job burnout and mental fatigue level is relatively high, people often use negative, cold, excessively distant attitude, social support have less tendency, self blame, fantasy immature coping style, mixed coping styles or rationalized; university teachers more experience to the reduction of personal accomplishment;6) teach in different mental health status of subject teachers vary:mental fatigue degree of primary school teachers is high, the lack of a sense of achievement; the assistant teachers emotion over consumption of resources, the utilization of social support is relatively high. Emotional exhaustion is excessive consumption of middle school Chinese teachers, feel physical fatigue; mathematics teachers of people often use a negative, cold and excessively distant attitude. The emotional resources University Humanities Teachers over consumption, high availability of social support, coping styles tend to use fancy; engineering professional teachers feel more a sense of achievement and reduce fatigue (especially physical fatigue); agronomy specialty teachers get more social support, tend to use problem-solving and help seeking;7) the state of mental health in different stress level teachers of different:high tension teachers are more likely to feel heavier occupation burnout and mental fatigue, receive less social support. Take immature coping style more strong, teachers’ job stress and more serious;8) different levels of different individual characteristics of teachers’ occupation tension in different primary school:women, high professional title, seniority, high high income teacher occupation tension high, Han nationality, undergraduate course and the teachers should be on the rich resources of junior high school male, Han nationality,10～20; years of age and married teachers occupation tension high, high professional title, seniority and high income high teacher individual coping resources more abundant; high school male, Han, high degree,10～20years seniority and married teachers occupation tension high, Han, high professional title, seniority and high income high teacher individual coping resources more abundant; Han, university degree20years teaching age, unmarried, and high income teacher occupation tension high, male, Han nationality,≤10years seniority teachers coping resources are abundant;9) different level of teachers occupation tension and psychological health relationship is different:primary school teacher occupation tension dimensions and depersonalization, reduced personal accomplishment, mental fatigue was associated with junior high school teachers; occupation tension and the dimensions of emotional exhaustion, depersonalization, physical fatigue, mental fatigue, fatigue, help with general relativity; high school teachers occupation tension and the dimensions of emotional exhaustion, depersonalization, job burnout, physical fatigue, mental fatigue, fatigue, general, objective support, self blame, for help, rationalization, with correlation; high school teachers occupation tension dimensions and reduced personal accomplishment, with correlation to solve problems;10) health status of teachers at different levels are not the same primary school teachers:respiratory system, musculoskeletal disease, mental disease, cardiovascular disease (hypertension and coronary heart disease), tumor disease rate is higher; junior high school teachers from the blood, genitourinary system, neural and sensory organs, endocrine and metabolic system, diabetes and stroke rate; high school teachers with proportion of digestive system the disease is higher. The respiratory system, digestive disorders and hypertension and coronary heart disease are the main diseases affecting the health of teachers, teacher absenteeism rate reached32%, teachers pay attention to health;11) health status of different stress level teachers:a different occupation tension levels on caused by various types of acute and chronic diseases have an impact, as tensions increased prevalence ratio is also increased. That the higher occupation tension caused by acute and chronic disease prevalence rate increased possibility bigger;12) ability of different levels of different individual characteristics of teachers is different:the University Teachers’ work ability is relatively strong; male, Han nationality, highly educated, intermediate title, the low age, unmarried, high-income teachers ability;13) different teaching subjects (Professional) the teacher working ability, primary school, middle school, University as other subjects, professional ability, primary school, middle school, University of humanities major professional teachers working ability is weak;14) ability of different levels of different stress level of teachers is different:the ability of different stress level teachers of different levels and good work optimal ratio from high to low are moderate tension, high tension and low tension. Moderate tension contributes to the ability to work, excessive tension and lack of the ability to work will be affected;15) correlation analysis and multiple regression analysis showed that, the teacher occupation stress and health are related, has effects on the work ability; school level teaching effects, age, job burnout, mental fatigue, all kinds of diseases. Sickness absence, task, occupation, personal strain on work ability is relatively large. |
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