An Analysis Of The Influencing Factors Of Student Behavior On English Teachers’ Job Burnout

Teacher job burnout,as an important factor affecting teaching practice and teacher professional development,has gained growing attention in recent years.There are many reasons for teacher burnout.The present paper argues that the habitual patterns in teachers’ appraisals about student behavior may contribute significantly to teachers’ repeated experience of episodic unpleasant emotions(EUE)and may lead to certain degrees of burnout eventually.At the same time,it explores whether the coping strategies adopted by teachers in this process can alleviate burnout.Based on Cognitive appraisal theories of emotions and Concept Model for Reviewing Teacher Emotions and Teacher Burnout(Figure 3-1),the paper puts forward the hypotheses about teachers’ job burnout from three aspects:(1)teachers’ EUE triggered by student misbehavior have a positive correlation with their four appraisals on student misbehavior:goal-importance,goal-incongruence,problem-solving inefficacy and agency.(2)There is a significant positive correlation between the intensity of EUE and burnout of teachers.(3)The relationship between EUE and overall burnout is mediated by emotional coping strategies.367 valid questionnaires were collected from middle school English teachers and were analyzed by SPSS22.0 and AMOS24.0.The structural equation modeling based on theories afterwords verified rationality of the conceptual model mentioned above and the correctness of the research hypotheses.The results of demographic information analysis showed that there is a certain degree of burnout among English teachers(the level of emotional exhaustion is higher than 2.5).Among the three dimensions of burnout,male teachers are higher than female teachers with respect to emotional exhaustion.Female teachers were more likely to adopt coping strategies to alleviate burnout.The degree of burnout reported by young teachers is comparatively high.The results partially confirmed the above hypotheses.When it comes to how student misbehavior triggers teachers’ unpleasant emotion,it found that only goal-incongruence,problem-solving inefficacy and agency have significantly positive relationship with teachers’ EUE,while relationship between goal-importance and teachers’ EUE was not significant.It was proved that teachers’ appraisals of students’ misbehavior are the cause of teachers’ EUE.There is a positive correlation between the intensity of teachers’ EUE and teachers’ burnout,which demonstrates that teachers’ EUE is one of the causes of teachers’ burnout.As mediating variables between EUE and burnout in the model of EUE accounting for burnout,whether adopting emotion-focused coping or problem-focused coping shows no significant indirect effect.However,in the model of burnout accounting for EUE,adopting emotion-focused coping strategies shows indirect effect,while adopting problem-focused coping strategies shows no indirect effect.The findings of this study have significance mainly in practice.Firstly,it is helpful for school administrators to realize the seriousness of English teachers’ job burnout.In addition,it can provide reference for managers to make decisions on teachers’ job burnout intervention,mental health counseling and students’ discipline management.Secondly,it provides English teachers with effective coping strategies to relieve burnout.Finally,this study lays a foundation for promoting the teaching efficiency,improving teacher-student relationship and creating a better classroom atmosphere.