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Jang Y, Hong YJ. The association between maternal parenting perceived by early childhood teachers and burnout: the mediating effect of self-compassion and teacher efficacy. Front Psychol 2024; 14:1229065. [PMID: 38356997 PMCID: PMC10865495 DOI: 10.3389/fpsyg.2023.1229065] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2023] [Accepted: 12/31/2023] [Indexed: 02/16/2024] Open
Abstract
Given the increasing importance of early childhood teachers, this study aims to identify whether past maternal parenting is related to burnout through the double mediation of teacher self-compassion and teacher efficacy, using model comparison. To this end, a survey was conducted with 329 early childhood teachers in Korea. The positive maternal parenting perceived by teachers was negatively related to burnout through teachers' self-compassion and efficacy. Positive maternal parenting reduced burnout by increasing self-compassion and consequently teacher efficacy. Teachers' self-compassion was more closely related to burnout than teacher efficacy, which was treated as an important variable in relation to teachers. These results suggest that early childhood teachers' self-compassion is a significant variable in relation to burnout and suggestions are provided for specific support programs to promote teacher self-compassion.
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Affiliation(s)
- Yujin Jang
- Department of Early Childhood Education, Gachon University, Seongnam-si, Republic of Korea
| | - Yea-Ji Hong
- Department of Child Studies, Inha University, Incheon, Republic of Korea
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Seibt R, Kreuzfeld S. Working time reduction, mental health, and early retirement among part-time teachers at German upper secondary schools - a cross-sectional study. Front Public Health 2023; 11:1293239. [PMID: 38074760 PMCID: PMC10710235 DOI: 10.3389/fpubh.2023.1293239] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2023] [Accepted: 11/03/2023] [Indexed: 12/18/2023] Open
Abstract
Objective Many secondary school teachers work part-time in order to cope with the high workload and to remain as healthy as possible until regular retirement. However, due to the acute shortage of teachers, the increase in the teaching obligation for part-time teachers (PTT) has become a topic of discussion in Germany. Whether a reduction in teaching hours is associated with benefits for mental health has not yet become evident. Therefore, this study investigated the relationship between the real working hours of PTT and their mental health as well as individual pension prognosis. Methods The cross-sectional study included 5,905 PTT at German upper secondary schools (female proportion: 81%, average age: 44 ± 9 years) who logged their working hours over four weeks. Four part-time groups (PTG) were formed based on the proportion of a full-time position worked: maximum (<100-90% = PTGmax - reference group - 17%), high (<90-75% = PTGhigh - 34%), medium (<75-50% = PTGmed - 40%) and low (<50% = PTGlow - 9%) teaching commitment. These groups were compared in terms of their average weekly working hours, mental health (inability to recover, risk of burnout) and predicted retirement age. Results The contractually agreed working time is exceeded to a relevant extent for PTT. The extent of unpaid overtime increases significantly the lower the teaching obligation is and lies on average between -0.4 (PTGmax) and 7.3 (PTGlow) hours/week. A reduction in teaching hours is neither related to the mental health of teachers nor to their decision to retire early (42%) or regularly (58%). However, predicted retirement is mainly explained by mental health status, gender and age (variance explanation: 24%, OR of predictors: maximum 2.1). One third of PTT reported inability to recover, 47% burnout symptoms and 3% a burnout syndrome. Conclusion Mental health is also a risk for PTT; reducing teaching hours alone does not improve it. However, good mental health increases the chance of regular retirement. Therefore, instead of a legal obligation, PTT should be encouraged to increase the number of teaching hours voluntarily in order to counteract the general shortage of teachers.
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Szigeti R, Balázs N, Urbán R. Antecedents and components of burnout among Hungarian teachers in a cross-sectional study: Development of the Burnout Antecedents and Components Questionnaire. Acta Psychol (Amst) 2023; 241:104080. [PMID: 37976918 DOI: 10.1016/j.actpsy.2023.104080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2023] [Revised: 09/08/2023] [Accepted: 11/06/2023] [Indexed: 11/19/2023] Open
Abstract
BACKGROUND Studies have focused more on the outcome than on the antecedents of burnout. We aimed to develop a new measurement tool for burnout, including the antecedents and different components drawing from theories of the developmental aspect of burnout. METHODS In this cross-sectional study we tested the Burnout Antecedents and Components Questionnaire on a convenience sample of teachers (n = 618, 83.9 % women; mean age 44.52 years). We used confirmatory factor analyses to test our measurement model. We examined the concurrent validity with the Maslach Burnout Inventory. We also tested construct validity with depression, overcommitment, demographic characteristics and work-related factors. RESULTS The confirmatory factor analyses supported our measurement model with seven primary factors (need to prove oneself, overload of tasks, neglecting one's needs, conflict between values, interpersonal conflicts, passivity, and emotional drain) and three second-order factors (excessive effort, conflict, and total depletion). The covariates in the Maslach Burnout Inventory showed that emotional exhaustion had a strong relationship with the first- and second-order factors. Overcommitment showed a stronger relationship with factors at the beginning whereas depression showed a stronger relationship with factors at the end of the process. Demographic characteristics and work-related factors did not show strong associations. CONCLUSIONS The Burnout Antecedents and Components Questionnaire is a promising measurement tool with good convergent validity. Future research should further validate our questionnaire for burnout research, prevention, and screening. It adds a new dimension to the measurement of burnout. The approach involving the antecedents in measuring burnout among teachers can guide future research and tailored prevention programs.
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Affiliation(s)
- Réka Szigeti
- Doctoral School of Psychology, Institute of Psychology, Eötvös Loránd University (ELTE PPK), Budapest, Hungary; Mental Health for Wellbeing Foundation, Calmschool Project, Budapest, Hungary.
| | - Noémi Balázs
- Doctoral School of Psychology, Institute of Psychology, Eötvös Loránd University (ELTE PPK), Budapest, Hungary; Mental Health for Wellbeing Foundation, Calmschool Project, Budapest, Hungary.
| | - Róbert Urbán
- Institute of Psychology, Eötvös Loránd University (ELTE PPK), Budapest, Hungary.
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Hasty LM, Quintero M, Li T, Song S, Wang Z. The longitudinal associations among student externalizing behaviors, teacher-student relationships, and classroom engagement. J Sch Psychol 2023; 100:101242. [PMID: 37689439 DOI: 10.1016/j.jsp.2023.101242] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2022] [Revised: 03/24/2023] [Accepted: 07/30/2023] [Indexed: 09/11/2023]
Abstract
Personal characteristics and classroom environment features both play important roles in predicting students' levels of classroom engagement. The present study took a person-environment transaction perspective to investigate how factors at both the personal (i.e., student externalizing behaviors) and relational (i.e., teacher-student relationships) levels jointly predict the development of classroom engagement behaviors in a sample of 784 elementary school students. Using a longitudinal cross-lagged model spanning across Grade 3 to Grade 5, we found a negative reciprocal association between teacher-student relationships and externalizing behaviors, such that a more positive teacher-student relationship predicted fewer externalizing behaviors in the subsequent academic year, and fewer externalizing behaviors predicted a more positive teacher-student relationship 1 year later. In addition, externalizing behaviors directly negatively predicted subsequent classroom engagement, whereas teacher-student relationships indirectly predicted subsequent classroom engagement by way of externalizing behaviors. Overall, students with more externalizing behaviors experienced more conflicts with and received less support from their teachers, which predicted the development of more externalizing behaviors and lower subsequent classroom engagement.
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Affiliation(s)
- Leslie M Hasty
- Department of Psychiatry, Texas Tech University Health Sciences Center, United States of America
| | | | - Tianyu Li
- Department of Psychological Science and Counseling, Austin Peay State University, United States of America
| | - Seowon Song
- Department of Human Development and Family Sciences, Texas Tech University, United States of America
| | - Zhe Wang
- Department of Educational Psychology, Texas A&M University, United States of America.
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Collie RJ. Teacher well-being and turnover intentions: Investigating the roles of job resources and job demands. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2023; 93:712-726. [PMID: 36720462 DOI: 10.1111/bjep.12587] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2022] [Revised: 01/16/2023] [Accepted: 01/16/2023] [Indexed: 02/02/2023]
Abstract
BACKGROUND Identifying factors implicated in teachers' well-being and turnover intentions is important for driving research, policy, and practice to better support teachers in their work. AIMS This study examined the role of three job resources (autonomy-supportive leadership, relatedness with colleagues and students) and three job demands (autonomy-thwarting leadership, time pressure, disruptive student behaviour) in relation to teacher well-being (subjective vitality, behavioural engagement, professional growth) and turnover intentions. SAMPLE Participants were 426 Australian school teachers. METHODS Structural equation modelling was used to examine main associations and interactions among factors. Teachers' characteristics (gender, teaching experience and educational qualification) and personality factors served as controls in all analyses. RESULTS The job resources were generally positively associated with the well-being factors, whereas time pressure was negatively associated with vitality, but positively associated with behavioural engagement. In addition, relatedness with colleagues and subjective vitality were negatively associated with turnover intentions, whereas the reverse was true for autonomy-thwarting leadership and time pressure. There were no interaction terms retained in the final model. CONCLUSION Taken together, findings yield understanding about the salient resources and demands in relation to teachers' well-being and turnover intentions (beyond the role of background characteristics and personality factors).
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Affiliation(s)
- Rebecca J Collie
- School of Education, University of New South Wales, Sydney, New South Wales, Australia
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Pimenta A, Ramos D, Santos G, Rodrigues MA, Doiro M. Psychosocial Risks in Teachers from Portugal and England on the Way to Society 5.0. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6347. [PMID: 37510579 PMCID: PMC10379201 DOI: 10.3390/ijerph20146347] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Revised: 05/26/2023] [Accepted: 07/07/2023] [Indexed: 07/30/2023]
Abstract
Being a teacher is one of the most demanding jobs, as a result of this responsibility, these workers face many psychosocial risks. This study aims to characterize and compare psychosocial factors in Portuguese and British teachers and discuss how new developments in technology, namely digital technology can improve education and, in particular, contribute to fewer issues related to mental health. The Copenhagen Psychosocial Questionnaire Medium Version (COPSOQ II) was applied to the teachers of six Portuguese schools (three public schools and three private schools), three British public schools and three private schools with an international British curriculum (Switzerland, Spain and Portugal). The results showed that cognitive, emotional, and quantitative demands, as well as work rhythm and work/family conflict, are the key psychosocial factors among these teachers. Differences were found between the teachers of both countries. Some models are proposed, through the proposals of Society 5.0, for their minimization and/or removal. Society 5.0 is the vision of a new human-centered society in the fifth stage launched by Japan in April 2016, and it is cited in our study with the hope that it will contribute to solving many problems of today's society.
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Affiliation(s)
- Ana Pimenta
- Department of Industrial and Product Design, School of Design, Polytechnic Institute Cavado Ave, 4750-810 Barcelos, Portugal
| | - Delfina Ramos
- School of Engineering, Polytechnic of Porto, ISEP, 4249-015 Porto, Portugal
- Associate Laboratory for Energy, Transports and Aerospace (LAETA-INEGI), Rua Dr. Roberto Frias 400, 4200-465 Porto, Portugal
- Algoritmi Research Centre/LASI, School of Engineering, University of Minho, 4800-058 Guimaraes, Portugal
| | - Gilberto Santos
- Department of Industrial and Product Design, School of Design, Polytechnic Institute Cavado Ave, 4750-810 Barcelos, Portugal
| | - Matilde A Rodrigues
- Algoritmi Research Centre/LASI, School of Engineering, University of Minho, 4800-058 Guimaraes, Portugal
- Center for Translational Health and Medical Biotechnology Research, School of Health of Polytechnic of Porto, 4200-072 Porto, Portugal
| | - Manuel Doiro
- Department of Business Organization and Marketing, Vigo University, 36310 Vigo, Spain
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Ye X, Wang Q, Pan Y. The impact of head teacher praise and criticism on adolescent non-cognitive skills: Evidence from China. Front Psychol 2023; 13:1021032. [PMID: 36687861 PMCID: PMC9853551 DOI: 10.3389/fpsyg.2022.1021032] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2022] [Accepted: 12/09/2022] [Indexed: 01/07/2023] Open
Abstract
Introduction Although the importance of teacher feedback has been confirmed by a great number of studies, the association of head teacher praise and criticism with adolescents' non-cognitive skills still needs more deeper and more extensive research. Therefore, how to improve the non-cognitive skills of adolescents, especially those with disadvantaged family and economic backgrounds, has become a key concern in the field of educational practice. Methods Based on CEPS data, this paper used panel regression and PSM-DID methods to analyze the impact of head teacher feedback on an adolescent's non-cognitive skills measured by the big-five personality scale. Results It found that praise from head teachers favorably influenced adolescents' extraversion, agreeableness, openness, and conscientiousness, yet significantly mitigates their neuroticism. Meanwhile, the effect of criticism from head teachers is bi-facial: It made a positive effect on adolescents' extraversion and openness but impaired their conscientiousness and neuroticism. As rural adolescents notably lag in their non-cognitive skills and are much less likely to be praised by head teachers compared to their urban peers, we estimate that when rural adolescents are frequently praised by their head teachers at the same level as urban students, their gap in extraversion, agreeableness, neuroticism, openness, and conscientiousness would be narrowed by 12.51%, 16.58%, 11.35%, 14.25%, and 24.29%. This finding has significant implications for head teacher teaching and adolescent well-being. Conclusions The study examined the effects of head teacher praise and criticism on adolescent non-cognitive skills. The results showed that adolescents who were often praised by head teachers developed better non-cognitive skills. While the effect of head teacher criticism was two-sided: it enhances extraversion and openness as well as heightens neuroticism and corrupts conscientiousness. We further analyzed the urban-rural gap in non-cognitive skills and found that rural adolescents significantly lagged, and they have a lower possibility to be often praised by the head teacher, but a higher probability to be criticized. Through the PSM-DID quasi-experimental design, it was suggested that more head teacher praise can improve the non-cognitive skills among adolescents. When rural adolescents are estimated to receive the same amount of praise as urban adolescents, the disparities reduction in their non-cognitive skills can become possible. Our findings are of great significance to promote adolescent non-cognitive skills development and improve educational equity in urban and rural areas.
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Affiliation(s)
- Xiaomei Ye
- National School of Development, Peking University, Beijing, China
| | - Qiran Wang
- School of Education, Zhejiang International Studies University, Hangzhou, China,*Correspondence: Qiran Wang,
| | - Yiming Pan
- Shenzhen Foreign Languages School, Shenzhen, China
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Klusmann U, Aldrup K, Roloff-Bruchmann J, Carstensen B, Wartenberg G, Hansen J, Hanewinkel R. Teachers' emotional exhaustion during the COVID-19 pandemic: Levels, changes, and relations to pandemic-specific demands. TEACHING AND TEACHER EDUCATION 2023; 121:103908. [PMID: 36247186 PMCID: PMC9550665 DOI: 10.1016/j.tate.2022.103908] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/12/2021] [Revised: 08/15/2022] [Accepted: 09/30/2022] [Indexed: 05/31/2023]
Abstract
We aimed to identify the levels of and changes in emotional exhaustion experienced by teachers and principals during the COVID-19 pandemic and pandemic-related stressors and resources. In a German sample of 2157 teachers and 374 principals, we found high levels and an increase of emotional exhaustion. Results from multi-group structural equation modeling analyses indicated that health concerns and workload were positively and social support negatively related to emotional exhaustion. Additional analyses of an open response question confirmed that teachers and principals experienced their work during the COVID-19 pandemic as predominantly stressful. These results indicate the importance of supporting both teachers and principals in reducing their exhaustion to help students overcome the consequences of the COVID-19 pandemic.
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Affiliation(s)
- Uta Klusmann
- Department of Educational Research and Educational Psychology, IPN - Leibniz Institute for Science and Mathematics Education, Olshausenstraße 62, 24118 Kiel, Germany
| | - Karen Aldrup
- Department of Educational Research and Educational Psychology, IPN - Leibniz Institute for Science and Mathematics Education, Olshausenstraße 62, 24118 Kiel, Germany
| | - Janina Roloff-Bruchmann
- Department of Educational Research and Educational Psychology, IPN - Leibniz Institute for Science and Mathematics Education, Olshausenstraße 62, 24118 Kiel, Germany
| | - Bastian Carstensen
- Department of Educational Research and Educational Psychology, IPN - Leibniz Institute for Science and Mathematics Education, Olshausenstraße 62, 24118 Kiel, Germany
| | - Gyde Wartenberg
- Department of Educational Research and Educational Psychology, IPN - Leibniz Institute for Science and Mathematics Education, Olshausenstraße 62, 24118 Kiel, Germany
| | - Julia Hansen
- IFT-Nord - Institut für Therapy and Health Research, Harmsstraße 2, 24114 Kiel, Germany
| | - Reiner Hanewinkel
- IFT-Nord - Institut für Therapy and Health Research, Harmsstraße 2, 24114 Kiel, Germany
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Niu L, Yang Z. Impact of Performance Climate on Overtime Behaviors of New Generation Employees: The Moderating Effect of Perceived Employability and Mediating Role of Job Insecurity. Psychol Res Behav Manag 2022; 15:3733-3749. [PMID: 36569975 PMCID: PMC9785203 DOI: 10.2147/prbm.s390051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2022] [Accepted: 12/11/2022] [Indexed: 12/23/2022] Open
Abstract
Purpose In the post-pandemic era, the employment environment in China has been worsening. New generation employees are faced with higher work requirements. Against the backdrop, the "involution" culture has been a mainstream culture of different walks of life. Pressure of competition brought about by "involution" has made overtime behaviors increasingly prevailing among new generation employees. In this background, this research discusses about the impact of organizational performance climate on new generation employees' overtime behaviors as well as the role of job insecurity and perceived employability in the process. Patients and Methods The data collection is conducted in the currently popular industries. Ultimately, 348 valid questionnaires are collected. Later, the regression analysis and bootstrap methods are used to test the theoretical hypotheses. Results Organizational performance climate can promote new generation employees' overtime behaviors; job insecurity plays a mediating role between organizational performance climate and new generation employees' overtime behaviors; perceived employability can negatively moderate the correlation between job insecurity and overtime behaviors, and negatively moderate the mediating effect between performance climate and overtime behaviors. Conclusion Based on conservation of resources theory, this research explains the new generation employees' overtime behaviors formation mechanism under the "involution" culture in China. These results deepen the understanding of the overtime work mechanism according to characteristics of new generation employees and post-pandemic era, which can provide theoretical support and practical guidance for a reasonable control of employees' overtime behaviors under the "involution" culture.
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Affiliation(s)
- Lixia Niu
- College of Business Management, Liaoning Technical University, Huludao City, People’s Republic of China
| | - Zhiyuan Yang
- College of Business Management, Liaoning Technical University, Huludao City, People’s Republic of China,Correspondence: Zhiyuan Yang, College of Business Management, Liaoning Technical University, 188 Longwan South Street, Huludao City, Liaoning Province, 125105, People’s Republic of China, Tel +86 186-9148-9190, Email
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Duong TV, Nguyen MH, Lai CF, Chen SC, Dadaczynski K, Okan O, Lin CY. COVID-19-related fear, stress and depression in school principals: impacts of symptoms like COVID-19, information confusion, health-related activity limitations, working hours, sense of coherence and health literacy. Ann Med 2022; 54:2064-2077. [PMID: 35876321 PMCID: PMC9318216 DOI: 10.1080/07853890.2022.2101688] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/07/2022] Open
Abstract
BACKGROUND School principals have been reported to have a higher prevalence of burnout and psychological problems than their colleagues. During the pandemic, extra workload and pressure from unprecedented situations potentially cause fear, stress and depression. Therefore, we aimed to explore associated factors of stress, fear of COVID-19 (F-CoV-19S) and depressive symptoms among school principals. METHODS A cross-sectional online survey was conducted in Taiwan from 23 June to 16 July 2021. Data of 413 school principals were collected, including socio-demographic factors, COVID-19-related factors, work-related information, health status, sense of coherence (SoC), health literacy (HL), F-CoV-19S, stress and depression. Multiple linear and logistic regression models were utilized to explore associations. RESULTS School principals with symptoms like COVID-19 (S-COVID-19-S), or with health-related activity limitations had a higher score of stress (B = 0.92; p = .039) (B = 1.52; p < .001) and a higher depression likelihood (OR = 3.38; p < .001) (OR = 3.06; p < .001), whereas those with a better SoC had a lower stress score (B = -1.39; p < .001) and a lower depression likelihood (OR = 0.76; p = .020). School principals confusing about COVID-19-related information had a higher score of stress (B = 2.47; p < .001) and fear (B = 3.77; p < .001). The longer working time was associated with a higher fear score (B = 1.69; p = .006). Additionally, school principals with a higher HL score had a lower stress score (B = -1.76; p < .001), a lower fear score (B = -1.85; p < .001) and a lower depression likelihood (OR = 0.53; p = .043). CONCLUSIONS Health-related activity limitations, S-COVID-19-S, COVID-19-related information confusion and longer working hours were positively associated with at least one mental health problem (e.g. stress, fear and depression), whereas better SoC and HL showed the benefits to mitigate fear, stress and depressive symptoms in school principals. Our study provides evidence for appropriate strategies to improve principals' mental health during the pandemic.Key messages:School principals with health-related activity limitations or with symptoms like COVID-19 were more likely to be stressed and depressed.Higher levels of stress and fear were observed in school principals who confused about COVID-19-related information, and who had longer working time than before the pandemic.Better sense of coherence and higher health literacy could potentially mitigate the fear, stress and depressive symptoms in school principals.
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Affiliation(s)
- Tuyen Van Duong
- School of Nutrition and Health Sciences, Taipei Medical University, Taipei, Taiwan.,International Ph.D. Program in Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan
| | - Minh H Nguyen
- International Ph.D. Program in Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan
| | - Chih-Feng Lai
- Department of Education, National Taichung University of Education, Taichung, Taiwan
| | - Sheng-Chih Chen
- Master's Program of Digital Content and Technologies, College of Communication, National Chengchi University, Taipei, Taiwan
| | - Kevin Dadaczynski
- Public Health Centre Fulda, Fulda University of Applied Sciences, Fulda, Germany.,Center for Applied Health Science, Leuphana University Lueneburg, Lueneburg, Germany
| | - Orkan Okan
- Department of Sport and Health Sciences, Technical University Munich, Munich, Germany
| | - Cheng-Yu Lin
- Department of Radio, Television & Film, Shih Hsin University, Taipei, Taiwan
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11
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Mustafić M, Dorsemagen C, Baeriswyl S, Knecht M, Krause UA. Wie gefährden Beschäftigte ihre Gesundheit? ZEITSCHRIFT FUR ARBEITS-UND ORGANISATIONSPSYCHOLOGIE 2022. [DOI: 10.1026/0932-4089/a000404] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Zusammenfassung. Interessierte Selbstgefährdung sind Handlungsstrategien im Umgang mit Arbeitsbelastungen mit langfristig negativen Auswirkungen auf die Gesundheit. In drei Studien wurden die Faktorstruktur eines Fragebogens zur Messung interessierter Selbstgefährdung untersucht, die Gültigkeit der Struktur konfirmatorisch gezeigt sowie weitere Aspekte von Konstrukt- und Kriteriumsvalidität bestätigt. Zehn Strategien interessierter Selbstgefährdung ließen sich einer extensivierenden und einer vermeidenden Verhaltenskonstellation zuordnen. Erwartungsgemäß zeigten sich moderate, differentielle Assoziationen zwischen der extensivierenden und vermeidenden Konstellation mit den konvergenten Konstrukten Arbeitsbezogenheit und Counterproductive Work Behavior. Die Kriteriumsvalidität der beiden Verhaltenskonstellationen zeigte sich anhand erwartungskonformer, differentieller Zusammenhänge zu gesundheitsbezogenen (Selbstwert, psychosomatischen Beschwerden und Erschöpfung) sowie zu arbeitsbezogenen Variablen (Mehrarbeit und dem gewünschten Renteneintrittsalter). Mögliche Anwendungen und theoretische Bezüge des Konstruktes werden vorgestellt und diskutiert.
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Affiliation(s)
- Maida Mustafić
- Institut Mensch in komplexen Systemen, Fachhochschule Nordwestschweiz, Olten, Schweiz
| | - Cosima Dorsemagen
- Institut Mensch in komplexen Systemen, Fachhochschule Nordwestschweiz, Olten, Schweiz
| | - Sophie Baeriswyl
- Institut Mensch in komplexen Systemen, Fachhochschule Nordwestschweiz, Olten, Schweiz
| | - Michaela Knecht
- Institut Mensch in komplexen Systemen, Fachhochschule Nordwestschweiz, Olten, Schweiz
| | - und Andreas Krause
- Institut Mensch in komplexen Systemen, Fachhochschule Nordwestschweiz, Olten, Schweiz
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12
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Lau SSS, Shum ENY, Man JOT, Cheung ETH, Amoah PA, Leung AYM, Okan O, Dadaczynski K. A Cross-Sectional Study of the Perceived Stress, Well-Being and Their Relations with Work-Related Behaviours among Hong Kong School Leaders during the COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:15777. [PMID: 36497852 PMCID: PMC9738316 DOI: 10.3390/ijerph192315777] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/04/2022] [Revised: 11/24/2022] [Accepted: 11/24/2022] [Indexed: 06/17/2023]
Abstract
The health and well-being of school leaders during the COVID-19 pandemic have been largely neglected compared to the health and well-being of students and teachers. This study assessed the magnitude of perceived stress and well-being and the associated factors, including number of working hours, work-related sense of coherence (work-SoC), perceived stress, self-endangering work behaviour, secondary burnout symptoms, and satisfaction with work, among school leaders in Hong Kong, China during the COVID-19 pandemic. This cross-sectional, survey-based study collected demographic data and mental health measurements from 259 eligible school leaders in Hong Kong from April 2021 to February 2022. Pearson's correlation analyses, multilinear regression models, and independent-samples Student's t-tests were performed. The findings revealed that school leaders' perceived stress was negatively correlated with their well-being (r = -0.544, p < 0.01) and work-related SoC (r = -0.327, p < 0.01) but positively correlated with their extensification of work (r = 0.473, p < 0.01), exhaustion related to work situations (r = 0.559, p < 0.01), and psychosomatic complaints (r = 0.439, p < 0.01). In a model that adjusted for gender and age, student leaders with higher subjective well-being scores had a lower level of perceived stress (B = -0.031; 95% confidence interval [CI], -0.59, -0.02; p = 0.034), whereas leaders in schools with a larger student population had a higher level of perceived stress (B = 0.002; 95% CI, 0.000, 0.003; p = 0.030). School leaders with a higher likelihood of performing the self-endangering work behaviour of 'intensification of work' had higher perceived stress levels (B = 1.497; 95% CI, 0.717, 2.278; p < 0.001). School leaders with a higher work-related SoC (B = 4.20; 95% CI, 1.290, 7.106; p = 0.005) had a higher level of well-being. School leaders with higher levels of perceived stress (B = -0.734; 95% CI, -1.423, -0.044; p = 0.037), a higher likelihood of performing the self-endangering work behaviour of 'extensification of work' (B = -4.846; 95% CI, -8.543, -1.149; p = 0.010), and a higher score for exhaustion related to work (B = -10.449; 95% CI, -13.864, -7.033; p = 0.000) showed lower levels of well-being. The finding of a high incidence of stress among school leadership justifies the need for more societal attention to the well-being of school leaders in Hong Kong. It is important that policies and initiatives are designed to enhance the well-being of school leaders and that they are supported in leading the management of schools and coping with stress in school settings.
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Affiliation(s)
- Sam S. S. Lau
- Research Centre for Environment and Human Health, School of Continuing Education, Hong Kong Baptist University, Hong Kong
- Multidisciplinary Research Centre, School of Continuing Education, Hong Kong Baptist University, Hong Kong
- College of International Education, Hong Kong Baptist University, Hong Kong
- Institute of Bioresource and Agriculture, Hong Kong Baptist University, Hong Kong
| | - Eric N. Y. Shum
- Research Centre for Environment and Human Health, School of Continuing Education, Hong Kong Baptist University, Hong Kong
| | - Jackie O. T. Man
- Research Centre for Environment and Human Health, School of Continuing Education, Hong Kong Baptist University, Hong Kong
- Multidisciplinary Research Centre, School of Continuing Education, Hong Kong Baptist University, Hong Kong
| | - Ethan T. H. Cheung
- Research Centre for Environment and Human Health, School of Continuing Education, Hong Kong Baptist University, Hong Kong
- Multidisciplinary Research Centre, School of Continuing Education, Hong Kong Baptist University, Hong Kong
| | - Padmore Adusei Amoah
- School of Graduate Studies, Department of Applied Psychology, Institute of Policy Studies, Lingnan University, Hong Kong
| | | | - Orkan Okan
- Department of Sport and Health Sciences, Technical University Munich, 80333 Munich, Germany
| | - Kevin Dadaczynski
- Public Health Centre Fulda, Fulda University of Applied Sciences, D-36039 Fulda, Germany
- Center for Applied Health Science, Leuphana University Lueneburg, 21335 Lueneburg, Germany
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Liu P, Zhang Y, Xiong Z, Wang Y, Qing L. Judging the emotional states of customer service staff in the workplace: A multimodal dataset analysis. Front Psychol 2022; 13:1001885. [PMID: 36438381 PMCID: PMC9691964 DOI: 10.3389/fpsyg.2022.1001885] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2022] [Accepted: 10/31/2022] [Indexed: 10/26/2023] Open
Abstract
Background Emotions play a decisive and central role in the workplace, especially in the service-oriented enterprises. Due to the highly participatory and interactive nature of the service process, employees' emotions are usually highly volatile during the service delivery process, which can have a negative impact on business performance. Therefore, it is important to effectively judge the emotional states of customer service staff. Methods We collected data on real-life work situations of call center employees in a large company. Three consecutive studies were conducted: first, the emotional states of 29 customer service staff were videotaped by wide-angle cameras. In Study 1, we constructed scoring criteria and auxiliary tools of picture-type scales through a free association test. In Study 2, two groups of experts were invited to evaluate the emotional states of customer service staff. In Study 3, based on the results in Study 2 and a multimodal emotional recognition method, a multimodal dataset was constructed to explore how each modality conveys the emotions of customer service staff in workplace. Results Through the scoring by 2 groups of experts and 1 group of volunteers, we first developed a set of scoring criteria and picture-type scales with the combination of SAM scale for judging the emotional state of customer service staff. Then we constructed 99 (out of 297) sets of stable multimodal emotion datasets. Based on the comparison among the datasets, we found that voice conveys emotional valence in the workplace more significantly, and that facial expressions have more prominant connection with emotional arousal. Conclusion Theoretically, this study enriches the way in which emotion data is collected and can provide a basis for the subsequent development of multimodal emotional datasets. Practically, it can provide guidance for the effective judgment of employee emotions in the workplace.
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Affiliation(s)
- Ping Liu
- School of Business, Sichuan University, Chengdu, China
| | - Yi Zhang
- School of Business, Sichuan University, Chengdu, China
| | - Ziyue Xiong
- School of Business, Sichuan University, Chengdu, China
| | - Yijie Wang
- School of Business and Tourism Management, Yunnan University, Kunming, China
| | - Linbo Qing
- School of Electronic and Information Engineering, Sichuan University, Chengdu, China
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Professional engagement and professional values among teachers in Turkish primary schools: Examining the mediating effect of professional efficacy. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22778] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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15
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Zang N, Cao H, Zhou N, Jiang L, Li B. Job load, job stress, and job exhaustion among Chinese junior middle school teachers: Job satisfaction as a mediator and teacher’s role as a moderator. SOCIAL PSYCHOLOGY OF EDUCATION 2022; 25:1003-1030. [PMID: 35937142 PMCID: PMC9340699 DOI: 10.1007/s11218-022-09719-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2021] [Accepted: 07/04/2022] [Indexed: 11/28/2022]
Abstract
Job exhaustion is not uncommon among Chinese middle school teachers, but the key antecedents of job exhaustion and the underlying mechanisms in this historically underrepresented population remain poorly understood. This study examined the association between job demand and exhaustion, and tested the mediating role of job satisfaction and the moderating role of teachers’ role (i.e., homeroom versus subject) in this association. The two-wave, China Education Panel Survey data from 701 Chinese junior middle school teachers (Mage = 30.05 years old, SDage = 7.86; 78.75% females) were used. Primary hypotheses were tested using structural equation modelling. Results indicated that job load rather than job stress at Wave 1 was positively associated with job exhaustion at Wave 2 indirectly through its negative association with job satisfaction at Wave 2 only among subject teachers; in contrast, for homeroom teachers, job satisfaction at Wave 2 was the only factor that was identified to be negatively associated with job exhaustion at Wave 2. Notably, all significant associations emerged after controlling for a number of covariates, including job exhaustion at Wave 1. Such findings shed initial light on the complexity inherent within the phenomena of middle school teachers’ occupational health in a Chinese cultural context. Reducing teachers’ work load associated with long working hours and promoting teachers’ job satisfaction may be effective ways to relieve and prevent job exhaustion, especially for Chinese subject teachers.
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Affiliation(s)
- Ning Zang
- Department of Educational Psychology and School Counselling, Faculty of Education, Beijing Normal University, Beijing, China
| | - Hongjian Cao
- Institute of Early Childhood Education, Faculty of Education, Beijing Normal University, Beijing, China
- Applied Psychology Program, School of Humanities and Social Science, The Chinese University of Hong Kong at Shenzhen, Shenzhen, China
- Faculty of Education, University of Macau, E33 Building, Avenida da Universidade, Taipa, 999078 Macau China
| | - Nan Zhou
- Faculty of Education, University of Macau, E33 Building, Avenida da Universidade, Taipa, 999078 Macau China
| | - Lianjiang Jiang
- Faculty of education, University of Hong Kong, Pokfulam, Hong Kong China
| | - Beilei Li
- Department of Educational Psychology and School Counselling, Faculty of Education, Beijing Normal University, Beijing, China
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16
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Hansen J, Klusmann U, Hanewinkel R. [Emotional exhaustion and job satisfaction among teaching staff during the COVID-19 pandemic]. Bundesgesundheitsblatt Gesundheitsforschung Gesundheitsschutz 2022; 65:776-783. [PMID: 35674817 PMCID: PMC9174630 DOI: 10.1007/s00103-022-03554-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Accepted: 05/27/2022] [Indexed: 11/29/2022]
Abstract
BACKGROUND AND OBJECTIVE The COVID-19 pandemic has significantly changed the everyday professional life of teaching staff. The purpose of this paper is to examine the effects of the pandemic on teachers' emotional exhaustion and job satisfaction. METHODS A sample of 2531 school administrators and teachers from North Rhine-Westphalia was recruited in October 2020. Changes in emotional exhaustion during the pandemic were directly measured with nine items of the Maslach Burnout Inventory and changes in job satisfaction with six items. Adjusted regression models were used to determine risk and protective factors associated with changes in emotional exhaustion and job satisfaction. RESULTS Risk factors associated with both more frequently perceived symptoms of exhaustion and reduced job satisfaction were as follows: the additional workload during the pandemic, the stress of uncertainty, the perceived change in workload, concerns about the students, and being employed at an elementary school. A supportive school environment was associated with both fewer perceived symptoms of exhaustion and stable job satisfaction. DISCUSSION From the perspective of the teaching staff, the COVID-19 pandemic was related to subjective changes in emotional exhaustion and job satisfaction. The COVID-19 pandemic was associated with higher emotional exhaustion for more than half of the teaching staff and with reduced job satisfaction for one in five teachers. Due to the study design, causal conclusions are not possible.
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Affiliation(s)
- Julia Hansen
- IFT-Nord, Institut für Therapie- und Gesundheitsforschung gemeinnützige GmbH, Harmsstr. 2, 24114, Kiel, Deutschland.
| | - Uta Klusmann
- Leibniz-Institut für die Pädagogik der Naturwissenschaften, Kiel, Deutschland
| | - Reiner Hanewinkel
- IFT-Nord, Institut für Therapie- und Gesundheitsforschung gemeinnützige GmbH, Harmsstr. 2, 24114, Kiel, Deutschland
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Kreuzfeld S, Seibt R. Gender-Specific Aspects of Teachers Regarding Working Behavior and Early Retirement. Front Psychol 2022; 13:829333. [PMID: 35242087 PMCID: PMC8887565 DOI: 10.3389/fpsyg.2022.829333] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2021] [Accepted: 01/06/2022] [Indexed: 12/02/2022] Open
Abstract
Worldwide, a significant proportion of teachers retires prematurely for health reasons or at their own request. The study examines whether male and female teachers differ in terms of working conditions and coping with high work demands as well as individual factors that promote early retirement. A cross-sectional study was conducted to collect data from 6,109 full-time teachers in high schools (56% women). Weekly working hours from a four-week working time record and psychosocial work stress (effort-reward model, ER ratio) were used as workloads. In addition, emotional exhaustion (Maslach Burnout Inventory) and coping strategies that endangered health were recorded in the form of overcommitment and inability to recover. Also, the teachers gave a prediction and reasons for early retirement and made their own suggestions on how to prevent this. The results show that both workloads and emotional exhaustion are comparable between the genders, but women have a greater tendency than men to overcommit and be unable to recover. As ER ratio and emotional exhaustion increase, the chances for both genders to reach the regular retirement age decrease significantly; for health-endangering coping strategies, the relationship is somewhat weaker. The majority of male and female teachers (79%) indicates excessive workloads as the main reason for leaving the profession early. In order to protect teachers from high workloads, measures at the organizational, social, and individual level are necessary. Proposals for schools and policy makers are critically discussed on the basis of teacher recommendations.
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Affiliation(s)
- Steffi Kreuzfeld
- Institute for Preventive Medicine, Rostock University Medical Center, University of Rostock, Rostock, Germany
| | - Reingard Seibt
- Institute for Preventive Medicine, Rostock University Medical Center, University of Rostock, Rostock, Germany
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Mustafić M, Krause A, Dorsemagen C, Knecht M. Entwicklung und Validierung eines Fragebogens zur Messung der Qualität indirekter Leistungssteuerung in Organisationen (ILSO). ZEITSCHRIFT FUR ARBEITS-UND ORGANISATIONSPSYCHOLOGIE 2021. [DOI: 10.1026/0932-4089/a000386] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Die Arbeitsleistung von abhängig Beschäftigten wird in Organisationen häufig ergebnisorientiert gesteuert: Es kommt weniger auf die investierte Arbeitszeit als vielmehr auf das Resultat an. Für diese ergebnisorientierte, indirekte Leistungssteuerung liegen bislang kaum diagnostische Instrumente vor, die im Rahmen quantitativer Studien eingesetzt werden können. Über einen handlungsregulationstheoretischen Zugang zur Theorie der indirekten Steuerung war es möglich, den Fragebogen zur Erfassung der Qualität indirekter Leistungssteuerung in Organisationen (ILSO) zu entwickeln. Der Fragebogen beinhaltet 16 Subskalen, die sich in drei übergeordnete Dimensionen eingruppieren lassen: Regulationsanforderungen, Regulationsmöglichkeiten und Regulationsprobleme. Item- und Skalenanalysen sowie die Überprüfung der konvergenten, diskriminanten und kriterienbezogenen Validität in einer ersten Konstruktionsstudie ( N = 244), einer zweiten Konstruktionsstudie ( N = 513) sowie einer Validierungsstudie (Welle 1: N = 598 / Welle 2: N = 353) bestätigen die Qualität des Instrumentes. Wir empfehlen die Anwendung des Verfahrens unter Anderem zur psychischen Gefährdungsbeurteilung in indirekt gesteuerten Betrieben.
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Affiliation(s)
- Maida Mustafić
- Institut Mensch in komplexen Systemen, Fachhochschule Nordwestschweiz, Olten, Schweiz
| | - Andreas Krause
- Institut Mensch in komplexen Systemen, Fachhochschule Nordwestschweiz, Olten, Schweiz
| | - Cosima Dorsemagen
- Institut Mensch in komplexen Systemen, Fachhochschule Nordwestschweiz, Olten, Schweiz
| | - Michaela Knecht
- Institut Mensch in komplexen Systemen, Fachhochschule Nordwestschweiz, Olten, Schweiz
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Guan H, Chen Q, Han S, Zhang B. The Influence of "Artificial Intelligence + Human-Computer Interaction" on Teachers' Psychological Changes in Academic Management in Colleges. Front Psychol 2021; 12:730345. [PMID: 34867611 PMCID: PMC8639499 DOI: 10.3389/fpsyg.2021.730345] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2021] [Accepted: 10/15/2021] [Indexed: 11/17/2022] Open
Abstract
The purpose was to analyze the psychological changes of teaching staff in the academic management of local colleges, and briefly explore the role of teaching staff in the development of the social economy and colleges. In the environment of artificial intelligence and human–computer interaction (HCI), first, the relevant theories of teaching staffs’ psychological status and the characteristics of teaching staff in college academic management were analyzed and expounded. Next, the way of the questionnaire was selected to analyze the psychology of teaching staff in college academic management at different ages, professional titles, academic qualifications, disciplines, and teaching years. The results showed that the mental health level of college teachers was lower than the current national adult standard; the mental health level of female teachers in colleges was higher than that of male teachers; the p value of mental health of college teachers with different ages, professional titles, education, disciplines, and teaching years was greater than 0.05, indicating that there was no significant difference; the p-value of professional academic and mental health was less than 0.01, indicating that there was a significant correlation, that was, teachers’ professional academic exerted a significant impact on teachers’ mental health. In short, under the background of artificial intelligence and HCI’s rapid development, higher education was moving forward with high quality, and more attention should be paid to the psychological changes of college teaching staff.
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Affiliation(s)
- Honghai Guan
- Faculty of Education, Northeast Normal University, Changchun, China.,School of Educational Science, Mudanjiang Normal University, Mudanjiang, China
| | - Qingli Chen
- Faculty of Education, Northeast Normal University, Changchun, China.,Provincial Primary and Secondary School Teacher Development Center, Shaoguan University, Shaoguan, China
| | - Song Han
- Faculty of Education, Northeast Normal University, Changchun, China
| | - Baoge Zhang
- Department of Humanities and Social Sciences, Ningbo University, Ningbo, China
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