A Study Of Contributing Factors And Countermeasures Of Job Burnout Of English Teachers In Junior Middle Schools

With the advancement of basic teaching reform,quality education has a significant impact on the traditional examination-oriented education.At the same time,the one-sided emphasis on the enrollment rate places restrictions on the renewal of teaching methods and teaching ideas to a great degree.Under these circumstances,teachers work under enormous pressure for a long time,which easily results in the physical and mental fatigue.Due to the characteristics of English subject,the English teachers in junior middle schools are more prone to feel job burnout than the teachers from other subjects in the teaching process.Job burnout not only has negative impact on teachers’ physical and mental health,but also poses a great threat to the quality of teaching and the stability of teaching staff.What’s more,job burnout also has a very adverse impact on teachers’ teaching and students’ overall development.Therefore,it is significant for teachers who are engaged in teaching to understand the current situation of junior high school English teachers’ job burnout and to formulate corresponding countermeasures.This thesis mainly adopts the methods of literature analysis,questionnaire survey and interview.Beginning with the concept of job burnout,this thesis mainly studies the theory at home and abroad and conducts the research on job burnout,which takes 140 junior middle school English teachers as the research objects.Through the methods of questionnaire survey this thesis has a general idea of the natural situation and job burnout status of junior middle school English teachers and analyzes the reasons for job burnout.Based on the results of the questionnaire,this thesis gains insight into the status of teachers’ life and work through interviews.This thesis also analyzes the causes of junior high school English teachers’ job burnout based on the junior high school English teachers’ job burnout scale and puts forward relevant suggestions accordingly.Related researches have found that junior high school English teachers’ job burnout exists on a large scale.Although job burnout has not had bad effects,it has been clearly revealed in teaching activities and procedures.The main reasons for teachers’ job burnout are as follows: firstly,the society nowadays tends to have too much expectation on teachers;secondly,junior high school students are mostly adolescent boys and girls,and they are rebellious,which makes it difficult to cope with them;thirdly,the rigid education and teaching system do not offer teachers the opportunity to fulfill their duty;fourthly,teachers’ ability to relieve pressure is not enough,and they have less ability to remove pressure.In addition,based on the factors of title,teaching experience and education background,this thesis also analyzes job burnout from three dimensions:physical and mental exhaustion,depersonalization and low sense of achievement.Therefore,in order to alleviate the job burnout of junior middle school English teachers,this thesis offers suggestions that beginning with these four aspects mentioned above and by combining with individual differences,teachers’ job burnout can be truly alleviated through improving the policy system,teachers’ social status,teachers’ working environment and realizing individual development.