この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/33710
広島大学保健学ジャーナル 10 巻 2 号
2012-08-31 発行
看護教員の職業選択動機別によるソーシャルサポート,ストレス,バーンアウトとの関連について <原著論文>
Relationship of career choice motivation and social support on stress and burnout in nursing teachers
Abstract
本研究では看護教員の職業選択の動機別によるソーシャルサポート,ストレス,バーンアウトとの関連について検討するため,中国地方の看護師養成所の女性教員を対象に看護教員ストレッサー尺度,職場のソーシャルサポート尺度,日本語版Maslach Burnout Inventory(MBI)の自記式質問紙法を行った。
有効回答数は169人(有効回答率55.2%),職業選択の動機には「職場上司の命令」が43人(25.4%),「先輩や周囲の勧め」が39人(23.1%)であった。「元々教員を目指していた」は5人(3.0%)であったが,ソーシャルサポートが高く,ストレスが低く,個人的達成感(p<.05)が高かった。一方「臨床より教育に興味」と「家庭の事情や体調,夜勤を避ける」という動機を選択した者は,教員のストレス要因の一つである「教員資質」が高く,教員資質のストレスは情緒的消耗感(r=.46,p<.001)と「脱人格化」(r=.47,p<.001)との正の相関が高かった。これらの結果から他者の勧めや止むを得ない事情が動機で教員となった場合,バーンアウト傾向を示すことが推察された。
有効回答数は169人(有効回答率55.2%),職業選択の動機には「職場上司の命令」が43人(25.4%),「先輩や周囲の勧め」が39人(23.1%)であった。「元々教員を目指していた」は5人(3.0%)であったが,ソーシャルサポートが高く,ストレスが低く,個人的達成感(p<.05)が高かった。一方「臨床より教育に興味」と「家庭の事情や体調,夜勤を避ける」という動機を選択した者は,教員のストレス要因の一つである「教員資質」が高く,教員資質のストレスは情緒的消耗感(r=.46,p<.001)と「脱人格化」(r=.47,p<.001)との正の相関が高かった。これらの結果から他者の勧めや止むを得ない事情が動機で教員となった場合,バーンアウト傾向を示すことが推察された。
Abstract
The purpose of this study was to examine the relationship of career choice motivation and social support on stress and burnout in nursing teachers.
To achieve this aim, the Nursing Teacher Stressor Scale, the Work Place Social Support Scale and the Japanese version of the Maslach Burnout Inventory (MBI) were administered to female nursing teachers at Colleges of Nursing in the Chugoku Region. The surveys were in questionnaire form.
There were 169 valid responses (a valid response rate of 55.2%). Career choice motivations included "employer's instruction" 43(25.4%), "suggestions from friends, etc" 39(23.1%), and "I wanted to become a teacher from the beginning" 5(3.0%). In the latter case, there was a high level of social support, a low level of stress, and a high level of "personal accomplishment" (p<.05).
On the other hand, the responses "circumstances and physical condition of the home", "avoiding the night shift" and "interest in education rather than in clinical work", corresponded to a high level of stress related to teacher qualities, and showed a high positive correlation with "emotional exhaustion" (r=.46, p<.001), and with "depersonalization" (r=.47, p<.001).
Based on these results, if a person became a nursing teacher out of a sense of compulsion or on the strong advice of others, there was a tendency to experience burnout.
To achieve this aim, the Nursing Teacher Stressor Scale, the Work Place Social Support Scale and the Japanese version of the Maslach Burnout Inventory (MBI) were administered to female nursing teachers at Colleges of Nursing in the Chugoku Region. The surveys were in questionnaire form.
There were 169 valid responses (a valid response rate of 55.2%). Career choice motivations included "employer's instruction" 43(25.4%), "suggestions from friends, etc" 39(23.1%), and "I wanted to become a teacher from the beginning" 5(3.0%). In the latter case, there was a high level of social support, a low level of stress, and a high level of "personal accomplishment" (p<.05).
On the other hand, the responses "circumstances and physical condition of the home", "avoiding the night shift" and "interest in education rather than in clinical work", corresponded to a high level of stress related to teacher qualities, and showed a high positive correlation with "emotional exhaustion" (r=.46, p<.001), and with "depersonalization" (r=.47, p<.001).
Based on these results, if a person became a nursing teacher out of a sense of compulsion or on the strong advice of others, there was a tendency to experience burnout.
About This Article
著者キーワード
バーンアウト
看護教員の職業選択の動機
ストレス
burnout
Career choice motivations of nursing teachers
stress
権利情報
Copyright (c) 2012 広島大学保健学出版会
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