CAJ | 학술논문

目的探讨中小学教师工作能力随脑力负荷水平变化的规律.方法采用经信度效度验证的美国航空航天局-脑力负荷评价(NASA-TLX)量表和工作能力指数(WAI)量表分别对901名经随机整群抽样方法抽取的某市中小学教师进行脑力负荷和工作能力评价,分析不同脑力负荷水平对其工作能力的影响.结果该市中小学教师的工作能力在一定脑力负荷水平(即55.73＜脑力负荷≤64.10)时最高;当脑力负荷低于该水平时,工作能力与脑力负荷呈正相关关系,随脑力负荷的增加工作能力逐渐提高或维持较稳定水平,且工作能力“优”者所占比例增加,而“中”者所占比例减少;但当脑力负荷高于该水平时,工作能力与脑力负荷呈负相关关系,随着脑力负荷的增加工作能力逐渐下降(P＜0.01),且工作能力“优”者所占比例逐渐减少,而“中”者所占比例逐渐增加(P＜0.001).结论脑力负荷过高或过低都将导致中小学教师工作能力的降低,适度的脑力负荷(即55.73～64.10)有利于其工作能力的维持与稳定.
목적 탐토중소학교사공작능력수뇌력부하수평변화적규률.방법 채용경신도효도험증적미국항공항천국-뇌력부하평개(NASA-TLX)량표화공작능력지수(WAI)량표분별대901명경수궤정군추양방법추취적모시중소학교사진행뇌력부하화공작능력평개,분석불동뇌력부하수평대기공작능력적영향.결과 해시중소학교사적공작능력재일정뇌력부하수평(즉55.73＜뇌력부하≤64.10)시최고;당뇌력부하저우해수평시,공작능력여뇌력부하정정상관관계,수뇌력부하적증가공작능력축점제고혹유지교은정수평,차공작능력“우”자소점비례증가,이“중”자소점비례감소;단당뇌력부하고우해수평시,공작능력여뇌력부하정부상관관계,수착뇌력부하적증가공작능력축점하강(P＜0.01),차공작능력“우”자소점비례축점감소,이“중”자소점비례축점증가(P＜0.001).결론 뇌력부하과고혹과저도장도치중소학교사공작능력적강저,괄도적뇌력부하(즉55.73～64.10)유리우기공작능력적유지여은정.
Objective To investigate the change pattern of primary and secondary school teachers' work ability with the changes in their mental workload.Methods A total of 901 primary and secondary school teachers were selected by random cluster sampling,and then their mental workload and work ability were assessed by National Aeronautics and Space Administration-Task Load Index (NASA-TLX) and Work Ability Index (WAI) questionnaires,whose reliability and validity had been tested.The effects of their mental workload on the work ability were analyzed.Results Primary and secondary school teachers' work ability reached the highest level at a certain level of mental workload (55.73＜ mental workload ≤ 64.10).When their mental workload was lower than the level,their work ability had a positive correlation with the mental workload.Their work ability increased or maintained stable with the increasing mental workload.Moreover,the percentage of teachers with good work ability increased,while that of teachers with moderate work ability decreased.But when their mental workload was higher than the level,their work ability had a negative correlation with the mental workload.Their work ability significantly decreased with the increasing mental workload (P＜0.01).Furthermore,the percentage of teachers with good work ability decreased,while that of teachers with moderate work ability increased (P＜0.001).Conclusion Too high or low mental workload will result in the decline of primary and secondary school teachers' work ability.Moderate mental workload (55.73～64.10) will benefit the maintaining and stabilization of their work ability.