上海市中小学校卫生保健教师专业素质及其发展状况评估

  目的  评估上海市中小学校卫生保健教师专业素质的自我觉察及其发展状况，为专业能力建设及未来的专业化发展提供依据。  方法  使用自主研制的学校卫生保健教师专业素质调研问卷，对上海市1 722名中小学一线卫生保健教师进行问卷调查。  结果  中小学卫生保健教师以本科学历(65.6%)、初级职称(43.4%)为主，专职教师占比66.5%，有69.8%的教师承担健康教育课程，7.7%排进正式课表；“师德修养”和“学校公共卫生防控”2个专业维度得分较高(4.68±0.43，4.55±0.47)分，学校健康教育所属2个专业维度(健康教育实施与改进、健康教育基本素养)得分最低且数据离散度较高[(3.96±0.66，3.91±0.65)分]；卫生保健岗位工作年限6~14年组素质自评均值几乎在所有维度上略占优势；≥15年组素质得分在总体和师德修养、意外事件紧急处置2个维度上低于6~14年组，在特定健康问题应对维度上低于1~5年组(P值均 < 0.05)。  结论  中小学卫生保健教师入职门槛有待提高；教师的师德修养、学校公共卫生防控知识能力较好；健康教育知识能力整体储备不足，教师个体间出现明显分化。应制订卫生保健教师准入资格和专业标准，引领教师不断学习提升；同时从政策层面畅通卫生保健教师专业职务晋升途径。

Evaluation on professional competencies and development of teachers for health in primary and secondary schools in Shanghai

  Objective  To evaluate the self-awareness of professional competencies and its development of teachers for health in primary and secondary schools in Shanghai, so as to provide a reference for development of professional competencies and future specialized development.  Methods  A survey was conducted among 1 722 teachers for health in primary and secondary school by the professional competency questionnaire.  Results  Most of the teachers for health had bachelor's degrees (65.6%) and junior professional titles (43.4%), the full-time teachers accounted for 66.5%, the percentage of teaching health education courses was 69.8%, 7.7% took part in the formal class of schedule; the two top scorers were the dimension of "professional ethic as a teacher" and "school public health prevention and control" (4.68±0.43, 4.55±0.47); the two lowest scorers dimensions were related to school health education with increasing standard deviation (3.96±0.66, 3.91±0.65); the mean of self-rated competency of the 6-14 years working experience group was slightly higher in all dimensions, that of 15 years or above group was lower than 6-14 years group in the total system and the dimensions of professional ethic as a teacher and emergency handling of accidents, and in responsing specific health problems dimension, the mean of 15 years or above group lower than that of 1-5 years group (P < 0.05).  Conclusion  The entry threshold of teachers for health in primary and secondary school is a critical consideration; Teachers' competency preparations are satisfying in professional ethics and school public health prevention/control; meanwhile, the overall health education competencies were insufficient, and noticeable differences in the competency level among teachers are observed. It suggest drawing up entry qualifications and professional standards for health education teachers to guide the teacher's learning and improvement, calling for facilitating the professional promotion of teachers at the government's policy level.