幼儿教师职业倦怠的元分析  

A Meta-analysis of Preschool Teachers' Job Burnout

作　　者：李昌庆 

机构地区：[1]丽江师范高等专科学校教育科学系,云南丽江674100

出　　处：《成都师范学院学报》2015年第3期10-13,共4页Journal of Chengdu Normal University

基　　金：云南省2012年高等学校教学改革研究项目<〈幼儿园教师专业标准(试行)〉下的高职学前教育学生专业能力培养模式探索与实践>(云教高[2012]95号)研究成果之一;丽江师范高等专科学校"教师教育科研团队"(丽师政发[2014]71号)研究成果之一

摘　　要：为了解我国幼儿教师职业倦怠的总体状况,运用元分析技术对22份研究进行统计分析,结果表明:(1)情绪耗竭总体效应估计值为2.68±0.24;(2)去个性化总体效应估计值为1.96±0.18;(3)低效能感总体效应估计值为2.61±0.26。(4)地域、样本量和年代与职业倦怠的相关均不显著。我国幼儿教师职业倦怠是普遍存在的,但不严重。To understand the overall condition of preschool teachers＇job burnout in our country, applying the component analysis technology to the statistical analysis of 22 pieces of studies, this paper gains the results as follows： first, the overall effect estimates for emotional exhaustion are 2.68 ± 0.24 ; second, the overall effect estimates for depersonalization are 1.96 ± 0. 18 ; third, the overall effect estimates for low sense of efficacy are 2.61 ± 0.26; forth, the corelation of region, sample size, the time and job burnout are not significant. Preschool teachers＇job burnout in our country is wide- spread, but not serious.

关 键 词：幼儿教师 职业倦怠 元分析 

分 类 号：G451[文化科学—教育学]