基于扎根理论的高校青年教师职业压力负荷识别研究

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中图分类号：G645 文献标志码：A 文章编号：2096-000X（2025）35-0007-08

Abstract：Occupationalstressoverloadamong junior teachers inChineseuniversities has becomeasocialconsensus，and howtoeffectivelyidentifyocupationalstressloadisanurgentproblemtobesolved.Althoughmanyexplorationshavebeencarriedoutinpreviousstudiesusingtheoreticalanalysisadquestioaires，therearelimitationsintheidentificationofoupational stressloadofjuniorcolegeteachersinthepresenceofuncleardefinitionofstressandunclearformationmechanism.Inthispaper，wecoductedindepthinterviewsandcodingwith12juniorteachersfro"doublefirst-lass"universitydentifiedtheoccupationalstressloadofjuniorcolegeteachersusinggroundedtheory，andanalyzedtheinfluencemechanismofoupational stressload.Testudyfoundthattheoccupationalstresorsofyounguniversityteachersmainlyincluderesearchandscholarship， teachingadtalentultivation，administrativearrangementsndcarerpromotio；extealsupportfromtheorganizationandfamily，andteachersowncopingatitudesaremitigatingfactors.Thestudyfurthersummarizestheformationmechanismofstres load，revealstherootcausesofocupationalstressloadofyounguniversityteachersfromtheperspectiveofhedgingbetween pressure and relief，and provides management insights for the design of intervention mechanisms.

Keywords： junior collge teachers;occupational stress load;reductionand relief;hedging; Grounded Theory

随着我国“双一流"建设的启动及推进，高校科研和教学工作的节奏日益加快，教师职业压力问题与日俱增。（剩余11056字）