A Study On The Status Quo And Relationship Of Professional Identity, Occupational Burnout And Well-being Of Middle School Teachers

Middle school teachers, as the leader guiding students’ ideal and their path of life, not only transfer knowledge to students but also shape their personality. Currently, in the group of middle school teachers, their professional identity and sense of well-being is relatively low and the tendency of occupational burnout evidently occurs, which has an effect on their work and life and immediately affects students’ learning effect and personality construction.The paper uses teachers’ professional identity scale, occupational burnout scale and comprehensive well-being scale to carry out the investigation in 320 subjects who are the middle school teachers from Shi Jiazhuang and Xingtai City. In the course of the research, we use the methods, for example, difference analysis, correlation analysis and multiple regression analysis and so on to conduct the statistical analysis. The aim of the research is not only to know the status quo of middle school teachers’ professional identity, occupational burnout and well-being, but also find out the correlation of them. On the basis of the study results, we try to give some suggestions that can improve the middle school teachers’ professional identity and well-being sense and overcome their burnout at different levels.The main conclusions of the study are as follows:(1)Middle school teachers both in Shi Jiazhuang and Xingtai can mainly identify their own occupations. Their professional burnout is not significant but the sense of well-being is lower.(2)Middle school teachers working in the two cities: Shi Jiazhuang and Xingtai show the significant demographic difference in terms of professional identity, occupational burnout and well-being. For professional identity, there exist significant differences in the aspect of gender, age, years of teaching, education background and professional title. For occupational burnout, the four perspectives: gender, age, years of teaching and education background are significant difference. There is no significant difference in the professional title. For the sense of well-being, there are significant difference in the aspect of gender while it has no significant difference in age, years of teaching, education background, and professional title.(3)Teachers’ well-being and professional identity is significantly positive correlation, but, the former and occupational burnout is significantly negative correlation, professional identity and occupational burnout is significantly negative correlation.(4)The multiple regression analysis on the sense of well-being of college teachers shows that the emotion depletion and the sense of self-achievement declination are the parameters to predicate 44.9% of variance of well-being in middle school teachers.