Psychological safety is a psychosocial construct that reflects an individual's perception of social risk in the work environment, and is related to employee performance and well-being, including job satisfaction and burnout. Psychological safety remains relatively understudied among educators, including its patterns over time and relationships with other aspects of the school environment. This study explored patterns of psychological safety over 4 years among 769 staff at 20 rural K-12 schools, before and during the COVID-19 pandemic, and the associations of these patterns with work-associated well-being and organizational context outcomes. Repeated measures latent profile analyses identified a 3-class solution of stable-high (51.0%), stable-medium (44.8%), and dynamic-low (4.2%) psychological safety classes. Those in the stable-high class had consistently better outcomes, including less burnout and greater self-efficacy, and better perceived organizational context and climate, compared to other classes. Among educators, psychological safety is generally stable, and reliably differentiates other important outcomes. Interventions fostering greater psychological safety may improve perceptions of the school environment and reduce burnout.

中文翻译：

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K-12 教育工作者的心理安全：随时间变化的模式以及与员工福祉和组织环境的关联

心理安全是一种心理社会结构，反映个人对工作环境中社会风险的看法，与员工绩效和幸福感（包括工作满意度和倦怠）相关。教育工作者对心理安全的研究相对较少，包括其随时间的变化模式以及与学校环境其他方面的关系。本研究探讨了 20 所农村 K-12 学校 769 名教职员工在 COVID-19 大流行之前和期间 4 年来的心理安全模式，以及这些模式与工作相关的福祉和组织环境结果的关联。重复测量潜在概况分析确定了稳定高 (51.0%)、稳定中 (44.8%) 和动态低 (4.2%) 心理安全等级的 3 级解决方案。与其他阶层相比，稳定高层的人始终有更好的结果，包括更少的倦怠和更高的自我效能，以及更好的组织环境和氛围。在教育工作者中，心理安全感普遍稳定，并且可靠地区分其他重要结果。促进更大心理安全的干预措施可以改善对学校环境的看法并减少倦怠。