Study Of Occupational Stress And Quality Of Life In Primary And Secondary School Teachers

ObjectiveDescribe the status of occupational stress and quality of life of primary and secondary school teachers in Heping District, Shenyang. Analyze the distribution characteristics and influencing factors of occupational stress, and its impact to quality of life. Providing theoretical basis for the development of occupational stress prevention and control measures to reduce the level of occupational stress of teachers, improve the quality of life to ensure the physical and mental health of teachers to achieve sustained and healthy development of education.Determining the mediate role of personal strain response in the process of occupational role on quality of life, and its structural equation model was established in order to giving a methodology reference of the analysis of occupational stress and quality of life.MethodA random sampling method was used to collect a total of 2739 primary and secondary school teachers, Heping District, to analyze the status and influence factors of occupational stress and quality of life.Occupational Stress Inventory Revised Edition (OSI-R) scale and Quality of Life Short Form 36 (SF-36) scales was used to survey occupational stress and quality of life, the questionnaire also studies the occupational background information and demographic indicators. Using Bartlett spherical test and the KMO to value the validation and Cronbach's a coefficient of reliability testing.SPSS and Lisrel statistical analysis software were used for statistical analysis. Single-factor analysis was used to compare the status of occupational stress and quality of life in different features, multiple linear regression analysis was used to examine the moderator of the influencing factors of occupational stress and quality of life and the mediator of the influencing factors of quality of life. Then Structural Equation Model analysis was used to analysis these factors.ResultIt indicated that scales have good reliability and validity according the validity test of Bartlette spherical test, KMO values and reliability test of Cronbach's a reliability coefficient, which showed that the smallest reliability value of 0.708, KMO value of 0.679 and Bartlette spherical test P<0.001.High school teachers have a higher score in occupational role and personal strain, a lower score in body pain, general health, vitality, social function and mental health. Male teachers scored higher in role boundary, responsibilities and interpersonal strain response, scored lower in social support and self-care. Female teachers have a high score in role insufficiency and psychological strain response, a low score in recreation, rational coping, physical function, body pain and vitality. Lower than 30-year-old age group and 31-40 age groups of teachers have a lower score in the role ambiguity, role boundary, vocational strain response, psychological strain response, interpersonal strain response and physical strain, a lower score in self-care and rational coping. It also have scored higher in role overload, role insufficiency, and lower in recreation, body pain, general health, mental health, vitality and physical function in 31-40 age group.Psychological strain have the highest scores, and vocational strain the lowest scores, with the statistically significant difference (P<0.001). Gender, life events, chronic disease and coping resources are the moderator of psychological strain response. The impact factors of psychological stress response in order by standardized estimating value contain role boundary, role ambiguity, rational coping, chronic diseases, physical environment, recreation, gender, life events and social support.Personal strain response is the mediator of the impact factor of occupational role on quality of life. It has an incomplete mediate impact of self-care, gender and chronic diseases on the impact of occupational role to physical health, as well as role overload, role insufficiency and recreation, and social support on mental health. Chronic diseases, self-care and role boundary have a large effect on physical health, and social support, chronic diseases, role insufficiency, self-care have a large effect on mental health.ConclusionThe psychological strain response which is the main form of occupational strain is the key point in occupational strain prevention.Personal strain response is the mediator of the impact of occupational role on quality of life, which should be taken full account in developing measures to improve quality of life in primary and secondary teachers. Reducing personal strain response has an important significance on quality of life.