Study On Conditions And Relationship Among Shijiazhuang Middle School Teachers Teaching Efficiency, Feeling Of Belongingness And Occupational Burnout

In recent years, with the development of education, the psychology of teachers who are the main elements in educational activities is concerned by more and more researchers. This thesis has deeply explored the teachers'self-efficacy, sense of occupational burnout, feeling of belongingness to schools as well as the overall situation of the three and their relations between each other through using questionnaire survey and selecting primary and secondary teachers of all subjects from ten schools of Shijiazhuang and its surroundings as the participants in this study. Through the research and analysis of the research results and discussion, the following conclusions can be drawn:1. The self-efficacy of the primary and secondary school teachers in teaching is generally high. And yet they have no significant differences in gender, age, school age, education, grades in which they teach, city or countryside, nature, jobs, head teachers or not, and subjects they take up, etc.2. The feeling of job burnout among the primary and secondary school teachers is generally low. There is no significant difference in the age, education, teaching experience, grades in which they teach, urban or rural schools, jobs, head teacher or not, etc. Most of the primary and secondary school teachers have the feeling of job burnout in gender aspect. The women teachers'burnout is much stronger than men teachers'.3. There is no significant difference in the feeling of belongingness among the primary and secondary school teachers in six aspects, such as marital status, urban or rural schools, jobs, head teacher or not, and the subject they teach. But there are some differences in gender, age, school age, record of formal schooling and grades in which they teach. Differences are as follows:1)In gender, the feeling of belongingness of the men teachers are stronger than those women teachers.2)In terms of age, the feeling of belongingness to schools among the teachers under 30 years old is stronger than that of those 30-40 and 40-50 years. It is nearly the same among those 30-40 and 40-50 years old. And the feeling of belongingness of the 50-60-year-old teachers becomes stronger again. The relationship with age ascription is approximately like a u-shaped curve can.3)In the terms of teaching time, the feeling of belongingness of the teachers who have taught 5 years or less is the strongest, and significantly stronger than those who have worked for 6-10 years, 11-20 years and over 20 years. Those teaching for more than 20 years have stronger feeling of belongingness than those who have worked 6-10 years and11-20 years. Overall, the sense of belongingness to the school changes with the rise of the teachers'teaching time, shaping like a high end u-shaped curve head.4)In degrees, those with bachelor degrees in education have the weakest sense of belongingness. It is obviously weaker than that of the teachers graduating from technical secondary schools or those with master degrees.5)In the terms of grades, elementary school teachers have the strongest feeling of belongingness, which is much stronger than those in junior middle schools and those in grade one and two of high schools. But there is no difference between elementary school teachers and the teachers of grade three in high schools. The teachers in junior high schools have the weakest feeling of belongingness to schools, much weaker than the teachers in the primary schools, the high schools and the teachers in grade three of high schools. The teachers in grade one and two have weaker feeling of belongingness than those in elementary schools and in senior grade three. But they have stronger feeling of belongingness than the junior high school teachers. Teachers in senior grade three have stronger feeling of belongingness than junior high school teachers and those in senior grade one and two, but there is no significant difference between them and the teachers of elementary schools.4. There exists negative correlation between the teachers'self-efficacy and the feeling of job burnout. That is, the higher self-efficacy they have, the weaker job burnout they will feel.5. There also exists negative correlation between the teachers'feeling of belongingness and that of job burnout. That is, the stronger the teachers'feeling of belongingness is, the weaker job burnout they will feel.6. There exists positive correlation between the teachers'self-efficacy and the feeling of belongingness. But the correlation coefficient is low. It cannot be determined whether the relevant relation between these two aspects really exists. 7. The feeling of teachers'self-efficacy and belongingness to schools can have an effect on the feeling of job burnout. And to a certain extent the occupational tiredness can be predicted through teachers'teaching self-efficacy and their feeling of belongingness to schools.