临安市中学教师职业倦怠的现状及其阻碍因素外文翻译.docx
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临安市中学教师职业倦怠的现状及其阻碍因素外文翻译
外文翻译:
原文1
Personalityhardiness,jobinvolvementandjobburnoutamongteachers
Burnoutsyndromeoccursinresponsetoprolongedstressatworkplace.Burnoutiscommonamongthosewhoareunabletocopewithextensivedemandsandpressureontheirenergy,time,andresourcesandthosewhorequirefrequentcontactwithpeople.Theterm“burnout”originatedduringthe1960’sasadescriptionoftheeffectofdrugabuseonanindividual(Golembiewski,1993).However,itlackeddefinitionalclarityuntilthedevelopmentofawidelyacceptedinstrumentforitsmeasurement,theMaslachburnoutinventory.
MaslachandJackson(1981)definedburnoutasaconditioncharacterizedbyemotionalexhaustion,depersonalizationandlossofasenseofpersonalaccomplishment.Similarlytherehasbeendiverseevidencefromscholarsontheoccurrenceofburnout.Forexample,MaslachandLeiter(1999)indicatedthatburnoutoccurswhenworkloadiscombinedwithlackofpersonalcontrol,insufficientrewards,theabsenceoffairness,thebreakdownoftheworkingcommunity,orconflictingvalues.LeeandAshforth(1996)identifiedworkloadandtimepressureasantecedentsofburnout.
Numerousworkrelatedfactorshavebeenfoundtobeassociatedwithburnoutamongteachers,includingexcessivetimepressure,poorrelationshipswithcolleagues,largeclasses,lackofresources,fearofviolence,behavioralproblemsofpupils,roleambiguityandroleconflict,pooropportunitiesforpromotion,lackofsupport,andlackofparticipationindecision-making(AbelandSewell,1999;FimianandBlanton,1987;Friedman,1991;Wolpinetal.,1991).
Researchersfoundthatburnoutnegativelyimpactsemployees’jobattitudesandleadstoundesirablebehaviors,suchaslowerjobinvolvement,reducedtaskperformance,andincreasedturnoverintentions(JacksonandMaslach,1982;LeiterandMaslach,1988;MotowidloandPackard,1986;Shirom,1989;WrightandBonett,1997;WrightandCropanzano,1998).Thisstudyintendstoexploretherelationshipandeffectsofjobinvolvementandpersonalityhardinessonburnout.
Duringthelastfewyears,somepersonalityvariableshaveattractedtheattentionofresearchersincorrelationofjobstressandburnout.Despiteacommonacknowledgementthatpersonalityfactorsplayacriticalroleinmediatingstress,thesefactorshavebeenoverlookedinmajorityofempiricalstudiesonstress.AnotableexceptionhasbeenaseriesofstudiescarriedoutbyKobasa(1979;1982a,).Kobasaetal.(1982)exploredtheconceptof“personalityhardiness”asaresistanceresourcethatmediatesthenegativeconsequencesofhighlevelstress.
Conceptofhardinessfocusesonthepersonthatremainsrelativelyhealthyafterexperiencinghighamountsofstressfullifeevents.Kobasaarguesthatpersonswhoexperiencehighdegreeofstresswithoutfallingillhaveapersonalitystructuredifferentiatingthemfromapersonwhobecomessickunderstress.Thispersonalitydifferenceisbestcharacterizedbytheterm“hardiness”.Hardinessreflectstheindividual’sresponsetolifeeventsbothpersonallyandprofessionally(Kobasa,1979).Threefactors,commitment,controlandchallengemeasurehardiness(Kobasaetal.,1982).Commitmentreflectsadedicationtooneselfandtoone’swork.Controlistheextenttowhichanindividualinfluenceslifeeventstoensureaparticularoutcome.Challengereferstolifeeventsandone’sresponsetothoseevents.Individualswhoarehardycopewithvariousstressors,bothpersonalforexamplelifecycle,familyandprofessionalforexampleoccupationalrolesandrelationships,arebetterthanthoseindividualswhoarenothardy(SimoniandPaterson,1997).Rushetal.(1995)foundnegativerelationsbetweenhardinessandself-reportedillnessasaresultofstressorburnout.Chan(2003)assessedhardinessandburnoutamongteachersandfoundthathardinesshassignificantimpactonemotionalexhaustionandpersonalaccomplishment.Crainieetal.(1987)foundoutthathardinesshasbeneficialmajoreffectsinreducingburnoutbutdoesnotpreventhighlevelofjobstressfromleadingtohighlevelofburnout.Maslachetal.(2001)foundoutthatpeoplewhodisplaylowlevelsofhardiness(involvementindailyactivities,asenseofcontroloverevents,andopennesstochange)have
higherburnoutscores,particularlyontheexhaustiondimensions.
Otherconceptualwayofdescribingjobinvolvementisthe“degreetowhichapersonisidentifiedpsychologicallywithhiswork”or“theimportanceofworkinhistotalselfimage”(LodahlandKejner,1965).Suchapsychologicalidentificationwithworkmayresultpartlyfromearlysocializationtrainingduringwhichtheindividualmayinternalizethevalueofgoodnessofwork.LodahlandKejner(1965)emphasizedthatduringtheprocessofsocialization,certainworkvaluesareinjectedintotheindividualthatremainsevenatthelaterstageintheformofattitudetowardjob.Burnoutmayhavenegativeeffectsonemployees’jobattitudes,forexampleareductioninjobinvolvementandjobsatisfaction(Kahill,1988).Kahill(1988)inalongitudinalstudyfoundthatburnoutnegativelyaffectjobinvolvement.Elloyetal.(1991)demonstratedanegativerelationshipbetweenburnoutandjobinvolvement.SuandMioa(2006)affirmedthemediatingeffectofjobinvolvementonemotionalexhaustion,diminishedpersonalaccomplishmentdimensionsofburnout.
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Author:
SyedMohammadAzeem
Nationality:
Iran
Originatefrom:
InternationalJournalofVocationalandTechnicalEducationVol.2(3),pp.36-40,July2020
译文1
教师的人格抗压性,工作踊跃性和职业倦怠的关系
职业倦怠综合症发生在长期的工作压力中。
职业倦怠是指那些从事助人职业的的人无法应付外界超出个人能量和资源的过度要求。
“倦怠”这一术语源自20世纪60年代期间,是作为个人对滥用药物的阻碍的说明(Golembiewski,1993)。
但是,明白Maslach倦怠量表被普遍运用之前它一直缺少明确的概念。
Maslach和Jackson(1981)概念职业倦怠有情绪衰竭、去个性化和地成绩感三个维度的心理状态。
有很多学者一样对职业倦怠的发生作了研究。
例如:
Maslach和Leiter(1999)指出当工作超出人的负荷、不足的报酬、缺乏公平性、较差的工作环境或价值观冲突都会致使职业倦怠的显现。
Lee和Ashforth(1996)以为工作负荷和长时刻的工作压力是致使职业倦怠的重要因素。
阻碍教师职业倦怠的因素有很多,包括过度的压力、与同事关系不融洽、师资力量薄弱、担忧工作不稳固性、学生的不良行为、角色模糊和角色冲突,升职机遇少、缺乏支持和缺乏参与决策的机遇等。
Abel和Sewell(1999);Fimian和Blanton(1987);Friedman(1991);Wolpin等人(1991)。
研究人员发觉职业倦怠会对员工的工作态度造成负面阻碍,而且会致使不良的行为,比如较低的工作踊跃性,降低任务演出并增加离职意向。
Jackson和Maslach(1982);Maslach和Leiter(1988);Motowidlo和Packard(1986);Shirom(1989);Wright和Bonett(1997);Wright和Cropanzano(1998)。
本研究旨在探讨职业倦怠与工作踊跃性和个人忍耐力的关系和阻碍。
在过去的几年中,一些个性变量吸引了研究人员关注工作压力与职业倦怠的相关性。
尽管普遍以为个性因素在调剂压力中发挥关键作用,可是这些因素在大部份的实证研究中都被忽略了。
值得注意的是Kobasa等人(1982)在一系列的学术研究中探讨了人格抗压性作为阻力来论述较高的负面压力阻碍的概念。
抗压性的概念偏重于领导的大量的生活压力事件后心理仍然相对健康的人。
Kobasa以为那些经历高强度的压力仍旧没有受挫的人与那些受挫的人有一个人格特点来区别他们。
这种个性特点概念为“抗压性:
。
Kobasa等人(1982)以为抗压性反映了个体独自面对生活压力的态度,他们指出三个因素,别离是:
许诺、个体操纵力和事件挑战性。
许诺反映了对自己工作的一种奉献精神。
操纵力是个体确保生活事件一个特定结果的阻碍程度。
挑战是人们对待事件的态度。
Simoni和Paterson(1997)以为抗压性强的人应付各类压力,比如个人的生活和家庭的关系,还有职业的角色和关系等,都要强于那些抗压性弱的人。
Rush等人(1995)发觉抗压性与自我报告疾病之间呈负相关。
Chan(2003)评判抗压性和教师职业倦怠时发觉抗压性对情绪枯竭和个人修养有重大阻碍。
Crainie等人(1987)发觉抗压性对减少职业倦怠有着踊跃作用,但可不能阻止工作压力而产生的职业倦怠。
Maslach等人(2001)提出那些较低的抗压能力的人在情绪耗竭的状态下,在日常活动的参与、操纵能力和改变意识的能力中更易产生职业倦怠。
Lodahl和Kejner(1965)指出:
描述工作踊跃性的方式确实是在心理上分辨个人的工作踊跃的程度,或是他个人以为工作的重要性。
部份初期社会化培训期间个人内在化的工作价值可能致使这种心理分辨能力。
他们强调在社会化进程中,某些工作价值观会注入到个人的思想中,职业倦怠对他们以后的工作态度有着消极的阻碍,比如减少工作踊跃性和工作中意度。
Kahill(1988)在一项纵向研究中发觉职业倦怠会对工作的踊跃性产生负面阻碍。
Elloy等人(1991)证明职业倦怠与工作踊跃性之间的负面关系。
SuandMioa(2006)提出情绪衰竭、较低的个人成绩感和去个性化对工作踊跃性有较大的阻碍。
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作者:
SyedMohammadAzeem
国籍:
伊朗
出处:
《国际职业教育期刊》,2020,2(3),第36-40页
原文2
Antecedentsandconsequencesofemployeeabsenteeism:
Alongitudinalperspectiveontheroleofjobsatisfactionandburnout
Alargeportionofthosewhoareabsentfromworkforaprolongedtimearediagnosedasemotionallyexhausted,burnedout,overstrained,ordepressed(Houtman&Blatter,2005).Thecentralelementofburnoutisemotionalexhaustion(Maslach&Jackson,1986),whichreferstoalossofemotionalresourcesandalackofenergy.Inso-called‘stress’models(DeBoeretal.,2002;Johns,1997),absencefromworkisseenasaconsequenceofstressfulworkconditions.Workersdonotfeelabletowork,duetotheir(subjective)healthcondition,ortrytopreventfurtherstressorillnessbytemporaryabsencefromwork.Burnoutmaymakeabsencefromworknecessarytorecoverfromjobstresses.Inaddition,burnoutmayunderminesatisfactionandthemotivationtoattend,andburnoutmaythereforeoperateasathirdvariablethatmayheightenabsenceandlowerjobsatisfaction.Inthisstudy,weconsiderburnoutasanindicatorofpsychologicalill-healthatwork,whichmayresultfromeitherpersonalitycharacteristicssuchasnegativeaffectivity,workcharacteristicssuchasjobdemands,andsomatichealthcomplaints.
Iverson,Olekalns,andErwin(1998)presentedandtestedamodelinwhichjobsatisfactionwasconsideredanattitudinalconsequenceofburnout,whereasabsencefromworkwasregardedasabehaviouralconsequence.Suchamodelwouldimplythatcorrelationsbetweenjobsatisfactionandabsencecouldbespurious,andareduetothirdvariables,mostnotably,burnout.Nevertheless,intheirstudy,anegativerelationshipbetweenjobsatisfactionandabsenceremainedaftercontrollingforburnout.Iversonandhiscolleaguesfoundevidenceforastrongrelationbetweenburnoutandjobsatisfaction,butonlyaweakrelationshipbetweenburnoutandthefrequencyofabsencefromwork.
Saxton,Phillips,andBlakeney(1991)examinedthecorrelatesofburnout(emotionalexhaustion)amongairlinereservationworkerswithcomputerizedworkinacross-sectionalstudy.IncontrasttoIversonetal.(1998),Saxtonetal.consideredlowjobsatisfactionasanantecedentofburnoutratherthanaconsequence.Moreover,absencefrequencywasconsideredaconsequenceofburnout.Thisstudytestedamodelinwhichburnoutcouldberegardedasamediatoroftherelationshipbetweenjobsatisfactionandabsencefrequency.Theirdataseemedtoconfirmthemediatingrole