中国大学教师的教学方式和职业压力外文翻译.docVIP

外文翻译 Teaching Styles and Occupational Stress among Chinese University Faculty Members material Source: Educational Psychology Vol. 27, No. 6, December 2007, pp. 823–841 Author: Li-fang Zhang The primary aim of this research is to investigate the predictive power of occupational stress for teaching style among university faculty members. A sample of 144 faculty members from a large university in the People’s Republic of China rated themselves on three ability scales and responded to the Thinking Styles in Teaching Inventory and to four scales from the Occupational Stress Inventory-Revised (role overload, role insufficiency, psychological strain, and rational/cognitive coping). Satisfactory reliability and validity data were obtained for the Chinese version of the four occupational stress scales. After self-rated abilities were taken into account, occupational stress remained a significant predictor of teaching style. A stronger feeling of role overload and more frequent use of a rational/cognitive coping strategy were conducive to employing both creativity generating and conservative teaching styles; a stronger feeling of role insufficiency and psychological strain had a negative impact on the use of creative-generating teaching styles. The implications of this research for both university faculty members and university administrators are discussed. Occupational Stress among School Teachers In the past four decades, occupational stress has been extensively studied among school teachers (e.g., Guglielmi Tatrow, 1998; Kaiser Polczynski, 1982; Kyriacou Sutcliffe, 1977, 1978; Upadhayay Singh, 2001). This research indicates that teacher stress is a worldwide concern (Chaplain, 1995; McCormick Shi, 1999; Pithers Soden, 1998). Many empirical efforts have been devoted to identifying the most important determinants (Borg Riding, 1991; Kyriacou Sutcliffe, 1978; McCormick Solman, 1992; Payne Furnham, 1987) and consequences (Levi,