An Empirical Study On The Job Burnout Of Middle School English Teachers In Ethnic Minority Areas Of Yunnan

Teachers’ job burnout is a negative reaction caused by their inability to deal with work stress effectively.English education in ethnic minority areas of Yunnan is an important part of Yunnan’s basic education.In recent years,the English Curriculum Standard have proposed some requirements for teachers,and these may bring some pressure to teachers to some extent.Therefore,in order to promote the professional development of English teachers and improve students’ English achievement in ethnic minority areas,it is necessary to study the general situation of English teachers’ job burnout and the countermeasures for preventing and alleviating the job burnout.Having applied the Three-Dimension Theory of Job Burnout,Ecological Framework and the Teacher Career Cycle,this study uses questionnaire survey and interview to investigate the general situation of job burnout of middle school English teachers in ethnic minority areas of Yunnan,and it puts forward some countermeasures for preventing and alleviating the job burnout.SPSS 22.0 is used to analyze the questionnaire data including Factor Analysis,Descriptive Statistical,One-Way ANOVA and Independent Sample T-Test,Pearson and Spearman Correlation Coefficient and Linear Stepwise Regression analysis.At the same time,10 English teachers are interviewed.This thesis studies the general situation of job burnout,the relationship between job burnout and demographic variables,self-assessment of English proficiency and English teaching ability,the important job burnout predictors of teachers’ English proficiency and English teaching ability,and significant differences in middle school English teachers’ job burnout among demographic variables,English proficiency and English teaching ability.The main findings are as follows:1.The burnout of middle school English teachers in ethnic minority areas of Yunnan is not serious.2.Emotional exhaustion is significantly,positively but weakly correlated with age,years of teaching experience and teaching hours,and it is significantly negatively but weakly correlated with academic ranking titles.Depersonalization is significantly,positively but weakly correlated with teaching hours.Reduced personal accomplishment is significantly,negatively but weakly correlated with age,years of teaching experience,award-winning levels,self-assessment of English proficiency and English teaching ability.3.Reduced personal accomplishment is the important job burnout predictor for middle school English teachers’ self-assessment of English proficiency.Reduced personal accomplishment and depersonalization are the important job burnout predictors for middle school English teachers’ self-assessment of teaching ability.4.Significant differences existed in job burnout in regard to gender,years of teaching experience,teaching hours,academic ranking titles,award-winning levels,self-assessment of English proficiency and self-assessment of English teaching ability.According to these findings,this thesis finally puts forward some countermeasures to prevent and alleviate English teachers’ job burnout.