Research On Intervention Experiment Of College Teachers’ Burnout

As a sudden virus attacking teacher’s mental and physical health, burnout hasbecome the largest career harm, invisible but killing. Although there are manyresearches on teacher’s career burnout, unfortunately research on intervention ofburnout is limited. Moreover, the pragmatic theories and results to be referred are less,and these are exactly the most important contents to be supplemented and improved.The purpose and goal of academic research is to develop and apply theories and thenfind out the logic and reasons behind the phenomenon by making concise expressionsof the relations. This intervention research on burnout for college teachers is todevelop theories and also a process to examine and revise these theories, Which notonly broadens the depth of management to develop, but also highlights the importanceof occupational health psychology, psychology tentacles extended, it is an importantmeans of achieving a harmonious campus construction and harmonious socialrelations.With the beginning of literature review and Theory, this paper then constitutes aburnout intervention model by presenting three paths and proposes thirty hypotheses.On the basis of Grounded Theory, college teacher burnout intervention assessmentscale, designed with semi-structured interviews, sampling, statistical coding and otherprocedures, which conducts exploratory factor and confirmatory factor analysis,Verifies the reliability and validity of the scale intervention. It employs486collegeteachers as a sample group to verify hypotheses by such methodologies as structuralequations, multiple regression analysis and etc, uses Hopfield neural network todefine teacher burnout levels; Finally, from the perspective of policy tools, the currentnational policy of teacher education policy has been assessed. The main researchconclusions are as follows:1. Demographical characteristics have significant difference on differentdimensions of burnout intervention. Gender, education has no significant differenceon work pressure, organizational commitment intermediary variable, psychologicalcapital regulation variables, whereas age, teaching experience has significantinfluence on working regulation, psychological capital, occupation burnout andorganizational commitment.2. Work pressure and organizational commitment has significant mediatingeffects on teacher efficacy and burnout, social support and burnout, working regulation and burnout and decision making and burnout. Psychological capital haspartly significant mediating effects on teacher efficacy and burnout, social supportand burnout, working regulation and burnout and decision making and burnout.3. By pre-test, post-test and tracking re-test on control group and experimentalgroup, it shows that burnout degree is lower in experimental group. From theintervention results, the effect of organizational intervention is more significant thanthat of individual intervention, which is presented in the re-test’s results, indicatingthat organizational intervention has far-reaching, permeating effects. Besides, theresults from Hopfield Neural Network Intelligence Assessment on college teacherburnout scale model are desirable.4. With the assistance of policy tool X dimension and human resourcesmanagement Y dimension, it is found that national education policy text is within Xdimension, environmental policy tool is significantly excessive, supply policy tool ispositioned weak, and demand policy tool is omitted. In Y dimension, humanresources management process planning, selection and recruiting, performance andappraisal, training and development, salary and insurance have been evenlydistributed, which provides prerequisites to prevent teacher career burnout.Summarizing the above research, this paper makes innovations in (1) constructingthe intervention model “intervention measures�'mediating variables (regulatingvariables)�'career burnout”;(2) developing college teacher burnout interventionregulation scale suitable for Chinese environment with reliability and validity test,which supplements and improves teacher burnout intervention theories;(3) verifyingthat work pressure, organizational commitment as intervention measures mediatesburnout and psychological capital as intervention measures have regulating effects onburnout;(4) verifying the results of intervention by experiments and applyingHopfield Neural Network Intelligence Assessment to burnout degrees;(5) scrutinizingnational education policies from policy tool perspective.This research has some limitations in sampling which needs to be improvedfurther, and family background, culture, region and other factors are expected to beadded in intervention and longitudinal tracking research should be strengthened.