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The Study on Job Burnout among Elementary School Teachers: Structure, Situation and Relationship with Coping Style

Author: WangDan
Tutor: ZhangLiHua
School: Liaoning Normal University
Course: Developmental and Educational Psychology
Keywords: job burnout structure situation coping style
CLC: G625.1
Type: Master's thesis
Year: 2008
Downloads: 586
Quote: 6
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Abstract


Teachers’job burnout is the result of working long time, work overload, the high work intensity, shown as exhaustion, cynicism, inefficacy and intellectual burnout. Recently, studies on the teachers’job burnout were concerned in the psychological circles, and obtained a variety of discoveries in its definition, structure, measurement. The higher level of the teachers’job burnout, the worse their mental health status. Elementary education is basic, and elementary school teachers’job burnout has the very important influence on the pupils’sound growth. Heretofore, the empirical study on the elementary school teachers’job burnout wasn’t found, therefore, three studies have been performed according to the objective of the reserch: the elementary school teachers’job burnout’s structure,situation and relationship with coping style.Study 1: Using exploratory and confirmtory factor analysis to explore the structure of the elementary school teachers’job burnout.Study 2: Using self-compiled“The Elementary School Teachers’Job Burnout Questionnaire”investigated the situation of elementary school teachers’job burnout.Study 3: Using self-compiled“The Elementary School Teachers’Job Burnout Questionnaire”and“Trait Coping Style Questionnaire (TCSQ)”(Jiang Qianjin) explored the relations between the elementary school teachers’job burnout and their coping style.Result indicates:1. Superior reliability and validity in self-compiled“The Elementary School Teachers’Job Burnout Questionnaire”, can be used as a reliable evaluation tool for measuring and analyzing the elementary school teachers’job burnout.2. Confirmatory factor analysis shows four factors covered in the structure of elementary school teachers’job burnout: exhaustion, cynicism, inefficacy and intellectual burnout. Four factors model was reasonable and valid.3. The level of elementary school teachers’job burnout present increases first, then descreases, and reached highest while they had been worked between 16 and 20 years.4. There was significant gender and married-unmarried difference on the cynicism dimension, significant grades difference on the intellectual burnout dimension, significant age difference on the total score and the exhaustion, inefficacy dimensions, significant subject difference on the total score and the exhaustion dimension, significant educational background difference on the intellectual burnout dimension, significant from teaches reason difference on the total score and the exhaustion, inefficacy, intellectual burnout dimensions, significant urban and rural difference on the total score and the exhaustion dimension.5. The levels of elementary school teacher’s job burnout was negatively related to positive coping styles and positively related to negative coping styles, and coping style possesses significantly predictive effect on elementary school teachers’job burnout.

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CLC: > Culture, science,education, sports > Education > Primary education > Teachers and students. > Teachers, head teachers
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