Analysis On Current Status And Influential Factors Of Occupational Stress Among Teachers In Primary And Middle Schools -An Investigation In Bengbu District

Objectives The purpose of this study is to examine current status and identify influential factors of occupational stress among teachers in middle and primary schools, in order to provide reference for interventions development.Methods Information include demographic information, occupational characteristics and ORI-R(occupational stress inventory–revised edition), were collected by using a self-reporting questionnaire from 3047 teachers in 133 schools of Bengbu distrct, obtained from stratified cluster sampling. Epidate 3.1 was used to establish the database and input the questionnaire.SPSS(Statistical Package for the Social Sciences)13.0 was used to analyse the data. Statistical indicators include frequency, Mean, Standard deviation etc.The statistical methods include One-Sample T Test,Independent-Samples T Test,One-Way ANOVA,Logistic Regression,Linear Regression etc.The level of test is 0.05.Results (1) Current status of occupational stress①Compare with teachers in Chengdu and Chongqing, scores of occupational role questionnaire(ORQ), role overload (RO), role insufficiency ( RI), role ambiguity(RA), role boundary (RB), responsibility (R), personal strain questionnaire(PSQ), vocational strain (VS), psychological strain (PSY), interpersonal strain(IS ), physical strain (PHS) and self-care(SC) were higher, physical environment(PE), personal strain questionnaire (PRQ), recreation(RE), rational/cognitive(RC) were lower and no significant difference in social support (SS). ②Compare with teachers in southwest region, More scores were obtained from ORQ, RO, RI, RA, RB, PSQ, VS, PSY, IS, PH and SC. R, PE, PRQ, RE and RC scores were lower. No significant difference was observed in SS.③Rank occupational stress according to teachers in Chengdu and Chongqing, ORQ, PSQ, PRQ scores were high, moderate, appropriate separately. Among all teachers, who have appropriate/deficient occupational role stress account for 10%, 38.9% teachers have appropriate/deficient personal strain and teachers have appropriate/sufficient personal resources accounted for 79.5%.(2) Comparison of occupational stress in different groups of teachers, ORQ scores higher groups are male, aged 50 or older / more than 30 years of teaching experience and senior title, married, normal high school teacher, taking part-time administrative work and class teacher. PRQ score higher groups are: male, aged 50 or older / more than 30 years of teaching experience, senior title, occupational high school teachers, taking part-time administrative work. PRQ scores lower groups are: divorced or widowed, urban teachers. PSQ scores higher groups are male, 30 to 39 age group / 6 to 19 years of teaching experience, high educated, married/unmarried, 1000-3000 yuan monthly average family income, normal high school teachers, urban teachers. significant differences of PSQ scores was observed between teachers taking part-time administrate jobs and the control group. PRQ and PSQ scores of class teacher and the control group were not significant difference. (3) multivariate logistic regression analysis, the primary influencing factors of occupational role were gender, taking part-time administrative work, class teacher, age, income. Primary influencing factors of personal resource were taking part-time administrative work, marriage, age. Personal strain primary influenceing factors were gender, educational level, title, school and age. (4) multiple linear regression analysis shows PSQ is proportional with ORQ and inversely proportional to PRQ. Compare to PRQ, ORQ have greater impact on PSQ. PSQ is positively correlated with RO, RB, R, PE while negative correlated with RA, SS, RC. The partial correlation coefficient was not significant between PSQ and RI, RE, SC. Generally, compare with subitem in PRQ, subitems of ORQ have greater impact on PSQ.Conclusions Stress from occupational role is high among teachers in Bengbu. Personal strain is high and personal resources is appropriate. High-risk population should be focused while performing interventions. High-risk population of occupational role strain is characterized by male, taking part-time administrative work, class teacher, aged 40 years or older, monthly average family income less than 1000 yuan or more than 2000 yuan. Characristics of deficient personal resources are not taking part-time administrative work, divorced or widowed, 40 years age below. Severe personal strain population are characterized by male, graduate and above, senior title, normal high school teachers, 30 to 39 years old. Education authorities should take means to decrease teachers' occupational stress, included reducing workload, conducting occupational training and health education, carring out psychological counseling, seeking for social support, inproving teachers' enthusiasm for participate recreation and leisure activities, self-care awareness, rational behaviours and so. Occupational role, personal resources, personal strain and such factors are interrelated and interactivated. Interventions should be take by global, comprehensive, dialectical, apropriate means and in multi-aspects as schools, students, parents, social etc.