我国高校教师职业倦怠的元分析

目的考察高校教师的职业倦怠状况是否随年代变化,为高校和教育主管部门干预职业倦怠提供理论参考。方法通过检索中国知识资源总库-CNKI系列数据库,采用元分析方法对我国教师职业倦怠情况进行研究。结果年代与高校教师职业倦怠的情绪衰竭因子、非人性化因子和低成就感因子呈显著正相关(r=0.11,0.151,0.136;P0.01),年代可以解释3个因子1.2%、2.2%和2.1%的变异;不同性别在职业倦怠的情绪衰竭、去个性化因子上有统计学意义,95%的置信区间分别为(-0.03,-0.02)、(0.06,0.11)和(-0.03,0.02);高校教师与中小学教师相比,情绪衰竭、去个性化和低个人成就感因子差异均有统计学意义,95%的置信区间分别为(-0.08,-0.02)、(-0.03,-0.01)和(-0.04,-0.01);(-0.07,-0.04)、(-0.04,-0.02)和(-0.06,-0.02)。结论高校教师的职业倦怠情况逐年增加;男性教师的去个性化情况较女性教师严重,女性教师的情绪衰竭较男性教师严重;高校教师的职业倦怠显著轻于中小学教师。

Meta-analysis of Burnout among Chinese University Teachers

Objective To inspect whether university teachers＇burnout increases chronologically ,and provide references to universities and education authorities for intervention of burnout .Methods To meta-analyze Chinese teachers＇burnout by retrieving the data-bases of China National Knowledge Infrastructure （ CNKI） .Results Time was positively related to emotional exhaustion factor, dehuman-izing factor and low satisfaction factor of burnout （r=0.11,0.151,0.136;P〈0.01）and accounts for 1.2%,2.2% and 2.1% of the three factors＇variance;Gender difference of burnout in emotional exhaustion ,dehumanizing had its statistic meaning ,95%confidence interval was（-0.03,-0.02）,（0.06,0.11）and（-0.03,0.02）respectively;In terms of emotional exhaustion factor,dehumanizing factor and low satisfaction factor ,university teachers＇difference from primary school teachers had its statistic meaning ,95%confidence interval was respectively（-0.08,-0.02）,（-0.03,-0.01）and（-0.04,-0.01）;（-0.07,-0.04）,（-0.04,-0.02）和（-0.06,-0.02）.Conclusion University teachers＇burnout increases with the passage of time;Dehumanization of male teachers is more serious than that of female teachers while emotion exhaustion of female teachers is worse than that of male teachers;Burnout of university teachers is much lighter than that of primary school teachers .