【作者】 苏磊；

【导师】 唐茂芹；

【作者基本信息】 山东大学 ， 精神病与精神卫生学， 2008， 硕士

【摘要】 目的:探讨济南市中学教师的生活质量、心理健康状况及其影响因素。方法:采用整群抽样的方法,对济南市9所中学的800名在职教师(5所初中,4所高中)进行生活质量等方面的问卷调查。主要调查工具为生活质量量表(WHOQOL-100)、匹兹堡睡眠质量指数量表(PSQI)、抑郁自评量表(SDS)、焦虑自评量表(SAS)及自拟一般项目调查表。调查由多年从事心理、精神卫生工作的临床医师担任,按照统一调查程序,要求被调查者在规定时间内按照统一指导语和填表方法完成答卷。问卷资料由专人负责收集整理,弃除不合格问卷,将有效问卷统一编码录入计算机。应用SPSS13.0软件对所有资料进行t检验、卡方检验、方差分析、相关分析和多元逐步回归分析。结果1、中学教师生活质量与正常人比较,在生理领域、心理领域、社会关系领域及一般健康状况和生活质量评分均低于常模,差异具有显著性(t=-6.8271～-2.2277,P＜0.05),在独立性领域、环境领域和精神支柱/宗教/个人信仰领域两者之间无明显差异(t=-1.4892～0.1897,P＞0.05)。2、女性教师在心理领域、独立性领域、社会关系领域及一般健康状况和生活质量评分低于男性教师,差异具有统计学意义(t=2.083～3.1224,P＜0.05)。生理领域、环境领域、精神支柱/宗教/个人信仰领域男女性教师间比较无显著性差异(t=0.7035～1.4875,P＞0.05)。3、重点中学教师除精神支柱/宗教/个人信仰领域与非重点中学教师无显著性差异外(t=0.9427,P＞0.05),其他5个领域及一般健康状况和生活质量评分均低于非重点中学教师(t=-2.6454～-2.0673,P＜0.05)。4、在初高中教师的比较中,高中教师在生理领域、心理领域、独立性领域、环境领域评分低于初中教师,差异具有统计学意义(t=2.5996～3.2685,P＜0.01),而在社会关系领域、精神支柱/宗教/个人信仰领域、一般健康状况和生活质量初高中教师之间无显著性差异(t=0.4529～1.9253,P＞0.05)。5、初三教师在生理领域、心理领域及一般健康状况和生活质量评分显著高于高三教师(t=2.1012～2.5903,P＜0.05),其他四个领域两者之间无显著性差异(t=0.744～1.8358,P＞0.05)。6、未婚教师除了在F2.精力与疲倦、F8.消极感受两个方面评分显著高于已婚教师(t=2.3353～2.298,P＜0.05),一般健康状况和生活质量低于已婚教师(t=-2.4512,P＜0.05)外,其他22个方面及六个领域均无显著性差异(t=-1.7408～1.5165,P＞0.05)。7、不同文化程度的中学教师生活质量除了在心理领域有显著性差异外(F=2.7537,P＜0.05),其他5个领域及一般健康状况和生活质量评分均无显著性差异(F=0.4714～2.1034,P＞0.05)。8、经济状况不同的中学教师在生活质量六个领域及一般健康状况和生活质量评分均具有显著性差异(F=3.6649～9.3299,P＜0.05)。9、中学教师抑郁、焦虑评分低于全国常模,差异极具显著性(t=-30.2964～-28.1816,P＜0.01)。以SDS标准分≥53,SAS标准分≥50为界定标准分别计算中学教师抑郁、焦虑症状的发生率为10.67%(81/759)、13.57%(103/759)。10、中学教师PSQI总分为8.09±2.81,与常模比较,中学教师睡眠质量高于常模(t=10.69,P=0.000),差异极具显著性。以PSQI总分＞7为界定标准,中学教师睡眠障碍的发生率为54.55%(414/759)。11、多元逐步回归分析表明,生活质量满意度、SAS标准分、PSQI总分、SDS标准分、居住条件满意度、经济状况满意度和健康状况为影响中学教师生活质量的主要因素。结论:1、中学教师在生理领域、心理领域、社会关系领域及一般健康状况和生活质量评分低于常模且焦虑、抑郁、睡眠障碍的发生率较高,应引起高度重视。2、女性、重点中学、高三、未婚、经济状况差的中学教师生活质量较差。3、影响中学教师生活质量的主要因素为:生活质量满意度、SAS标准分、PSQI总分、SDS标准分、居住条件满意度、经济状况满意度和健康状况。更多还原

【Abstract】 [OBJECTIVE]To investigate psychological status,the quality of life and the relative factctors in Jinan middle school teachers.[METHODS]A total of 800 teachers of nine middle schools in Jinan were selected by cluster sampling method.They were evaluated with the World Health Organization Quality of Life questionnaires(WHOQOL-100),Pittsburgh Sleep Quality Index(PSQI),Self-rating Depression Scale(SDS),Self-rating Anxiety Scale(SAS) and self-designed questionnaire.Exporeried mental and psychological clinicians performed the investigation according to unified procedure.The teachers were asked to complete questionnaires under the unified instruction and methods in a given time.Valid questionnaires were input a computer after being collected and arranged by the specialist.All the data were analyzed using Student’s t test,Chi-square test,analysis of variance(ANOVA),correlative analysis and multiple stepwise regression analysis by SPSS13.0 software.[RESULTS]1.The scores of physiology domain,psychology domain,social relations domain, general health condition and quality of life in the middle school teachers were significantly lower than the national norms(t=-6.8271～-2.2277,P＜0.05 ).There were no difference in independence domain,environmental domain and spirit domain between teachers and the national norms(t=-1.4892～0.1897,P＞0.05).2.The scores of female teachers were significantly lower than those of male teachers in psychology domain,independence domain,social relations domain,general health condition and quality of life(t=2.083～3.1224,P＜0.05),and there had no difference in physiology domain,environmental domain and spirit domain(t=0.7035～1.4875,P＞0.05).3.The scores of teachers in key middle schools were significantly lower than those of non-key middle school teachers in all domains of WHOQOL-100 except spirit domain(t=-2.6454～-2.0673,P＜0.05).4.The scores of senior middle school teachers were significantly lower than those of junior middle school teachers in physiology domain,psychology domain, independence domain and environmental domain(t=2.5996～3.2685,P＜0.01).No differences were found in social relations domain,spirit domain,general health condition and quality of life(t=0.4529～1.9253,P＞0.05).5.The scores of the junior three teachers were significantly higher than those of the senior three teachers in physiology domain,psychology domain,general health condition and quality of life(t=2.1012～2.5903,P＜0.05).The other four domains had no significantly difference(t=0.744～1.8358,P＞0.05).6.The unmarried teachers had significantly higher scores of vitality and fatigue, negative feeling(t=2.3353～2.298,P＜0.05) and lower scores of general health condition and quality of life than married teachers(t=-2.4512,P＜0.05).The scores of the other 22 aspects and 6 domains had no significant differences between married teachers and unmarried teachers(t=-1.7408～1.5165,P＞0.05). 7.Except for psychology domain(F=2.7537,P＜0.05) there had no significant differences in other domains,general health condition and quality of life among different education levels(F=0.4714～2.1034,P＞0.05).8.There were significant differences in 6 domains,general health condition and quality of life among different economic levels of the middle school teachers (F=3.6649～9.3299,P＜0.05).9.The scores of SDS and SAS in the middle school teachers were significantly lower than the national norms(t=-30.2964～-28.1816,P＜0.01).The prevalence rates of depressive and anxiety symptoms were 10.67%(81/759),13.57%(103/759) respectively by the defining standards of SDS and SAS standard scores which were 53 for depressive symptoms and 50 for anxiety symptoms.10.The total score PSQI in teachers 8.09±2.81 and was significantly higher than the national norm(t=10.69,P=0.000 ).Taking 7as defining standard,the prevalence rate of sleep disorder was 54.55%in the middle school teachers.11.Multiple stepwise regression analysis revealed that were main factors influencing quality of life in middle school teachers life quality satisfaction,SAS standard score,total score of PSQI,SDS standard score,residential satisfaction,economic status satisfaction and physical health status.[CONCLUSIONS]1.The scores of the middle school teachers were significantly lower than the national norms in physiology domain,psychology domain,social relations domain, general health condition and quality of life.The prevalence rates of depression, anxiety and sleep disorder in the teachers would be higher.The situation should be paid attention to.2.The quality of life would be poorer in the middle school teachers who are female, in key middle school,unmarried teachers,senior three and had poorer economic condition.3.Main factors influencing quality of life in middle school teachers includ life quality satisfaction,SAS standard score,total score of PSQI,SDS standard score, residential satisfaction,economic statussatisfaction and physical health status.更多还原