Analysis on Occupational Stress of Teachers in Charge of Classes and Teaching Graduating Classes in High School
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Objective To explore the occupational stressors and their effects on mental health of teachers in charge of classes and teaching graduating classes in high school.Methods Occupational stressors and strains of 404 teachers from 3 high schools were investgated by generic job stress questionnaire recommended by Prof.Yu Shanfa,and the results analyzed.Results Results showed that the scores of intra conflict,job load,resp onsibility for people,job hazards,physical complain and daily life stress of teachers in charge of classes were higher than those teachers not in charge of any class,and their job control,supports from superiors and colleagues,job satisfaction and contentment of teachers in charge of classes were less than those of others.Teachers teaching graduating students felt poor environment,heavier job load,more responsibility for students,more role conflicts,less job monotonous and ease of mind,more physical complain and daily life stress,less opportunity of promotion and participation.The main modifiers of middle school teachers were behavior manners,coping strategy and self-esteem.Conclusions There are some differences in stressors between teachers in charge of classes and those teaching graduating classes,so different measures should be taken to protect these two kinds of teachers.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it