边缘的教师:低收入的公立学校如何加重教师的负担。

IF 2.4 3区 工程技术 Q2 ENGINEERING, INDUSTRIAL Cognition Technology & Work Pub Date : 2022-05-23 DOI:10.3233/wor-210010
Mozhgon Rajaee, Samantha N. Karson, A. McCullough
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引用次数: 0

摘要

教师的工作压力很大,这可能导致缺勤和生活质量下降。目的本探索性研究的目的是通过收入水平来评估公立学区的职业和环境压力源,考察这些压力源对教师感知压力和生物应激反应的影响。方法从密歇根州4个学区(3个低收入学区和1个高收入学区)招募59名教师。参与者完成了一项关于教学压力源、健康和人口统计数据的自我管理调查。通过血压、心率和唾液皮质醇来测量应激反应。为每位参与者收集了六次唾液皮质醇测量值;下午三个,晚上三个。每位教师的教室和学校都对环境质量和环境危害的接近程度进行了环境评估。结果与高收入学区的教师相比,低收入学区的教师下午皮质醇水平明显较高,自我报告的健康状况较低,体重指数较高,感知到的教学压力较大,并且在距离环境污染地点1公里以内的学校工作。结论本研究旨在为未来的干预措施提供信息,这些干预措施可以减轻教师的职业和环境压力,改善教师的健康状况和留任率,并影响学生的成功率。
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Teachers on the margins: How low-income public schools burden our teachers.
BACKGROUND Teachers experience high work-related stress, which can lead to missed workdays and lower quality of life. OBJECTIVE The objective of this exploratory pilot study was to assess occupational and environmental stressors in public school districts by income level to examine the influence these stressors have on teachers perceived stress and biological stress response. METHODS Fifty-nine teachers were recruited from four school districts in Michigan (three low-income and one high-income). Participants completed a self-administered survey on teaching stressors, health, and demographics. Stress response was measured through blood pressure, heart rate, and salivary cortisol. Six salivary cortisol measurements were collected for each participant; three in the afternoon and three in the evening. Each teacher's classroom and school underwent an environmental assessment on quality and proximity to environmental hazards. RESULTS Teachers at low-income school districts had significantly higher afternoon cortisol levels, lower self-reported health, higher body mass index, higher perceived teaching stressors, and worked at schools within one km of a greater number of environmentally-contaminated sites, in comparison to their high-income school district counterparts. CONCLUSIONS This research aims to inform future interventions that could lessen occupational and environmental stressors for teachers, improve teacher health outcomes and retention, and impact student success rates.
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来源期刊
Cognition Technology & Work
Cognition Technology & Work ENGINEERING, INDUSTRIAL-
CiteScore
6.90
自引率
7.70%
发文量
26
审稿时长
>12 weeks
期刊介绍: Cognition, Technology & Work focuses on the practical issues of human interaction with technology within the context of work and, in particular, how human cognition affects, and is affected by, work and working conditions. The aim is to publish research that normally resides on the borderline between people, technology, and organisations. Including how people use information technology, how experience and expertise develop through work, and how incidents and accidents are due to the interaction between individual, technical and organisational factors. The target is thus the study of people at work from a cognitive systems engineering and socio-technical systems perspective. The most relevant working contexts of interest to CTW are those where the impact of modern technologies on people at work is particularly important for the users involved as well as for the effects on the environment and plants. Modern society has come to depend on the safe and efficient functioning of a multitude of technological systems as diverse as industrial production, transportation, communication, supply of energy, information and materials, health and finance.
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