心理毕业论文(35)(6)

苏州大学本科生毕业论文

evidence to support this. Teachers get similar marks as other professions on all three MBI inventories. But they exhibit a unique feature in time. Farber(1984, 1985) found that the occupational pressure and job burnout of American teachers exhibit different developmental modes in different stages. When viewed on a yearly basis, most teachers feel relatively moderate pressure and burnout; but when viewed at different stages of the school year, they show a clear type of changes, rising at September and October, declining at January, then rise at March and May again. Many demographical variations are closely connected with the onset of teacher burnout.

Many researches indicate that male teachers display a higher susceptibility to job burnout than their female counterpart; teachers under the age of 40 are easier target of job burnout than older teachers; teachers responsible for senior grades, or teaching large classes with large numbers of students feels j ob-burnout more easily due to high professional pressure. When it comes to the influence of gender upon the three dimensions of job burnout, consensus can only be reached on the depersonalization dimension, that is, male teachers in primary and middle schools gets considerably higher marks than their female counterparts. For the dimension of emotional exhaustion, some researches show that among primary and university teachers, females rate higher than males (Byrne, 1991)，but Anderson&Iwanicki (1984) found opposite results. Other researches indicate that gender distinctions are not significant in this dimension. Many researches found that younger teachers display higher levels of emotional exhaustion than senior teachers. In other dimensions, conclusions are different. In 1993, Pderabissi et al. found in a cross-cultural comparative study involving primary and middle school teachers in Italy and France that age place considerable influence on the dimensions of depersonalization and emotional exhaustion. Teachers in these two countries show considerable differences in the dimension of depersonalization before the age of 30; while after 30, such differences tend to decrease. On the contrary, in the dimension of emotional exhaustion, before the age of 30, the differences are not so apparent; after 30, such differences tend to increase. In addition, teaching experience, marital status, difference in class, grade and student type may also contribute to teacher burnout in general and different dimensions in particular.

Job-burnout could be traced to individual, organizational and social elements.

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苏州大学本科生毕业论文

Teacher burnout may take place when the above-mentioned elements combine to induce a perception of imbalance on the part of the teacher. Among these, the individual element, particularly personal character and background play crucial part. In the same job context, under identical management conditions, individuals with similar educational background and teaching experience could react differently to the same origin of stress. There are sufficient researches and statistics to indicate that individual element is behind such differences (Cichon&Koff, 1980; Farber, 1991). Generally speaking, an individual's reaction to stress is the result of interaction between the stress and his personal characters. Many researches indicate that, certain personal characters are easier targets to job burnout. They are: unrealistic hopes and expectations, lower self-esteem and judgment, diffidence, the lack of clear knowledge and objective evaluation upon oneself, etc. Teachers often have altruistic motives. They care about others sincerely and are more idealistic than the average population. They have strong self-respect and tend to set unrealistically high goals, which may lead to the loss of identity and eventually lead to job burnout.

Chapter 2 A Study on Job Burnout of Nanjing Middle School Teachers

2. 1 Research Objectives

In recent years, there is a growing number of empirical studies on teachers' burnout in China. However, compared with the large number of teachers in China, the present research status is far from satisfying. Chinese society is undergoing unprecedented changes and education is developing dramatically. Right now, curriculum reform in basic education poses great challenges to teachers, \facing enormous pressure\

In view of these, the objectives of the present research are: 1)find out the relationships between job burnout degrees and demographic features, namely gender, individual personalities, age differences, marital status, teaching experience and educational background; 2) find out the fundamental reasons behind teachers' burnout as perceived by middle school teachers themselves, this will be done by way of interviews and follow -up analysis;3) put forward possible

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苏州大学本科生毕业论文

solutions to teachers' burnout.

2. 2 Research Methods

2.2.1 Subjects

In this research, I randomly picked 150 teachers from 6 middle schools in Nanjing, and conducted research on job burnout status. We handed out 150 copies of all three questionnaires and got 113 effective copies in return.

These teachers are from schools of different levels. Nanjing No. 2, No.4 and No.8 Middle School are usually considered mediocre; Nanjing N0. 1 and N0.13 Middle school are municipally key middle schools; and Middle School Attached to Nanjing Normal University is provincial key middle school and enjoys national acclaim. These middle schools span 4 districts and could be representative of the general picture of middle school education in Nanjing.

Among the teachers surveyed, there are 84 female teachers (or 74%) and 27 male teachers (or 24%) indicating a severe gender imbalance among middle school teac …… 此处隐藏：8210字，全部文档内容请下载后查看。喜欢就下载吧 ……