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Research on the Current Situation and Related Factors of Middle School Teachers’Job Burnout

Author: MaYaJu
Tutor: WangYouZhi
School: Shaanxi Normal University
Course: Basic Psychology
Keywords: middle school teachers job burnout emotional exhaustion depersonalization diminished personal accomplishment
CLC: G443
Type: Master's thesis
Year: 2005
Downloads: 674
Quote: 19
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Abstract

Job burnout is a kind of psychological integrated symptoms, and is defined by the three dimensions of emotional exhaustion, depersonalization and diminished personal accomplishment, produced by prolonged response to chronic continuing pressures on the job .Emotional exhaustion is the core content of job burnout, means ones emotional resources consumed excessively, fatigued extremely, vigor forfeited. Depersonalization means a negative, cool, excessively distant attitude to serving object. Diminished personal accomplishment means ones competency sense and work achievement descended. Teaching profession is one of the largest and most visible professions in society and recognition of the extreme demands and pressures which teachers often confront. Teacher’s burnout influence the quality of self work and life negatively, also the students’ growing and developing.Since Freudenberger, one American psychologist, imported ’burnout’ into clinic psychological fields in 1974, in the past thirty years of research histories, have made plentiful fruits. Although in China the attention pay to the research related to burnout just several years ago, now become a hot topic. This study examined the burnout and factors relating to levels of job burnout in a sample of 370 middle school teachers at Xian and Weinan’10 middles with scales, in order to give psychological bases to the work of preventing and releasing the job burnout of middle school teachers, then table several proposals. The inventories used in this research including MBI-General Survey Scale; Distributive and Procedural Justice Scale; Social Support inventory; Achievement Motivation Scale; The Self-Esteem Scale; Internality, Powerful Others ,and Chance Scale. The results showed that:1. The middle school teacher’s burnout is not serious on the whole, but more proportional teachers experiences burnout of different degrees and levels , 1.08% of the teachers feel serious burnout.2. Gender and whether he is the class in charge don’t affect the score of burnout significantly. Study period, marriage status, the title of professional post, week-workload effect the score of burnout significantly. Junior middle school teachers show high personal accomplishment than senior school teachers; Married teachers show high emotional exhaustion and depersonalization than single teachers; Thedepersonalization of high title of professional post are much more high than those of two-rank. The teachers with week-workload under 10 classes show high depersonalization than those of have more workload, while teacher with 10-15 workload feel significant high personal accomplishment than the teacher with week-workload under 10 classes.3. The place of city or countryside, whether the school is key school have interact effect on the job burnout. The emotional exhaustion, depersonalization of ordinary city teacher are high than those of important city school-teacher and ordinary countryside school-teacher. Others have no significant difference.4. Teaching and ever studying experiences interact on job burnout. The emotional exhaustion and diminished personal accomplishment of teachers graduated from junior colleges with 1-5 years of teaching experiences are lowest than others, then the teacher with more than 20 years, those with 6-10 years or 11-15 years are most serious. For the teacher with 1-5 teaching experiences, those graduated from university feel higher emotional exhaustion and lower personal accomplishment than the others. Of the teacher with over 20 years of teaching experiences, those graduated from university feel lower personal accomplishment than those graduated from junior colleges.5. The correlation between job burnout of middle school teachers and organizing justice, social support, achievement motivation, self-esteem and locus of control are significant. Distributive justice, procedural justice, suiting for success , self-esteem internal control are negative correlated with job burnout, while avoiding be defeated ,chance and powerful others are positive correlated

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