Influence Of Occupational Stress On Quality Of Life In Teacher In Universities In Jinzhou

ObjectiveTo examine occupational stress and quality of life in teacher in universitiesin Jinzhou, and analyze influencing factors of occupational stress and quality oflife. To analyze impact of occupational stress to quality of life in teacher inuniversities in Jinzhou. Providing theoretical basis for control measures toreduce the level of occupational stress in teacher in universities, improve thequality of life to ensure the physical health and mental health of teachers inuniversities.MethodsA random sampling method and a cross sectional study was used to collecta total of1845teachers in universities in Jinzhou. Analyze the status ofoccupational stress and quality of life in teacher in universities to researchimpact of occupational stress to quality of life in teachers in universities inJinzhou.Occupational stress was measured in universities in Jinzhou byoccupational stress inventory–revised edition. At the same time, the quality oflife of these teachers was also measured by the MOS36–item short form healthsurvey.Statistical analysis uses SPSS17.0Statistical analysis software. One WayANOVA was used to analyze influencing factors of occupational stress andquality of life in teacher in universities. Multiple linear regression analysis wasused to examine the relation of occupational stress and quality of life in teacherin universities. ResultsPersonal strain was not identical among teachers in different university (P<0.05), and total of personal strain of teacher in Liaoning University ofTechnology was highest, and total of personal strain of teacher in BohaiUniversity was lowest. Occupational role and personal strain were distinct infemale teachers and male teachers in universities (P <0.05). The score ofoccupational role and personal strain of male teachers was lower than femaleteachers. Occupational role and personal strain were not identical amongteachers in different educational background (P <0.05), and total of occupationalrole and personal strain of teacher with master degree or above was highest.Occupational role and personal strain were distinct among teachers in differentmarital status (P <0.05), and the score of occupational role and personal strainof single teacher was lowest, and the score of occupational role and personalstrain of separated teacher was highest.Quality of life was not identical among teachers in different university (P<0.05), and total of physical component summary, physical function, rolephysical, general health, social function, role emotional, mental health ofteacher in Bohai University was highest, and Liaoning University of Technologywas lowest. Quality of life was distinct in female teachers and male teachers inuniversities (P <0.05). The score of physical component summary, physicalfunction, role physical, body pain, general health, social function, role emotionalof male teachers was lower than female teachers. Quality of life was notidentical among teachers in different educational background (P <0.05), andtotal of general health, mental component summary, vitality, role emotional ofteacher with master degree or above was lower. Quality of life was distinctamong teachers in different marital status (P <0.05), and the score of all partialcontent of quality of life of single and live–in teacher was lowest, and separateddivorced teacher was highest. Occupational role and personal strain were important influencing factors toquality of life in teacher in university. With the score of occupational role orpersonal strain increasing, the score of Physical Component Summary willdecrease (P <0.05); the regression coefficient of mental component andoccupational role, personal strain is negative (P <0.05).ConclusionThe findings indicated the positive association between occupational stressand quality of life in teacher in universities in Jinzhou, and sustainingoccupational stress could lead to decline of quality of life. Occupational stress isthe key point to improve quality of life in teacher in university.