Many-storied Study On Job Burnout Of High School Teachers

With the rapid social development and intense competition, higher and higherexpectations have been imposed on teachers and being a teacher is regarded as aprofession which bears high intensity and high pressure. Study conducted by domesticresearches indicates that more than 50% teachers admit they are under great pressure.Job burnout will arise if a teacher's working pressure can't be lessened or controlledeffectively for a long time. It is an extreme reaction to the lack of ability to deal withjob pressure smoothly. It is also an exhaustion of sentiment, attitude and behaviorproduced under long-term pressure, whose typical characters are low degree ofsatisfaction to their job, loss of enthusiasm and interest as well as evacuation andcoldness of emotion. Four dimensions of job burnout can be typed: (1) exhaustion ofsentiment, (2) non-humanization, (3) exhaustion of cognition, (4) lower sense of self-achievement. To high school teachers, what's the relationship between job burnout,working pressure and teachers' efficacy (which includes teaching, collective andanswering efficacy)? This study tries to start with individual variables, which includesteaching, answering efficacy and working pressure, to probe into the impact onteachers' job burnout. Meanwhile, it connects school-leveled variant---collectiveefficacy with the individual level to probe into the effects which various invariablesgive to the job burnout of high school teachers. The research is expected to offereffective help to our society, educational administrative institutions and variousschools so that psychological basis can be provided to relieve and eliminate teachers'job burnout.To reach the goal of this research, we pick 763 teachers randomly from 29 highschools in Jinan, Qingdao, and Dezhou city in Shangdong Province. The research ismade through several forms: teachers' teaching efficacy measurement form, collectiveefficacy measurement form, answering efficacy measurement form, working pressuremeasurement form and job burnout measurement form of primary and middle schoolteachers. The received data is analyzed by SPSS11.5 and HLM 5.0 and the followingconclusions are obtained here:1. Demography statistics analysis Pluralistic analysis of square difference finds that main effects of school categoryand sex are remarkable while other main effects and interactive function are notdistinctive. In the aspect of teachers' working pressure, main effects and interactivefunction between school category and teaching standing classification are remarkablewhile other main effects and interactive function are not distinctive. Many-causedinvariable analysis of square difference indicates that main effects of school categoryto sentiment burnout and non-humanization are remarkable while main effects toother induced invariables are not distinctive;Main effects of teaching standingclassification to non-humanization are remarkable while those to other inducedinvariables are not distinctive;Main effects of sex to each induced invariable are notremarkable and interactive function among each self-induced invariable is notdistinctive.2. Many-storied study on teachers' job burnout2.1 Two-storied model with the second prediction invariable excludedTo sentiment exhaustion, non-humanization and cognitive exhaustion, workingpressure is a distinctively positive cause (P< 0.001). To personal sense of fulfillment,working pressure is a distinctively positive cause as well (P< 0.05). To sentimentexhaustion, non-humanization and cognitive exhaustion, teaching efficacy andanswering efficacy are both distinctively negative causes (P< 0.01).While to personalsense of fulfillment, teaching efficacy and answering efficacy are both distinctivelypositive causes (P< 0.001). As far as regression analysis with sentiment exhaustionbeing caused invariable is concerned, regression coefficients of working pressure varydistinctively from school to school (P< 0.001). As far as regression analysis withnon-humanization being caused invariable is concerned, regression coefficients ofteaching efficacy vary distinctively from school to school (P< 0.05);As far assentiment exhaustion is concerned, regression coefficients of answering efficacy varydistinctively from school to school (P< 0.001) and regression coefficients of workingpressure also vary distinctively from school to school (P< 0.05);As far as personalsense of fulfillment is concerned, only the regression coefficients of answeringefficacy vary distinctively from school to school (P< 0.01).2.2 Two-storied model with the second prediction invariable includedCollective efficacy invariable of school-level can forecast the relationship betweenworking pressure and sentiment exhaustion positively (P<0.05). The followingmeasurement all reaches distinctive level---0.1:negative prediction function ofcollective efficacy to the relationship between teaching efficacy andnon-humanization, positive prediction function of collective efficacy to therelationship between answering efficacy and sentiment exhaustion, positive predictionfunction of collective efficacy to the relationship between answering efficacy andpersonal sense of fulfillment.As to square difference percentage of teachers' teaching efficacy to differentvariation, 19.73% of the variation of relationship between working pressure andsentiment exhaustion in different schools can be accounted for by teaching efficacy,66.49% of the variation of relationship between teaching efficacy andnon-humanization in different schools can be accounted for by teaching efficacy,34.42 and 20.60% of the variation of relationship between answering efficacy andcognitive exhaustion, working pressure and cognitive exhaustion in different schoolscan be accounted for respectively by teaching efficacy. While to the variation ofrelationship between answering efficacy and personal sense of fulfillment in differentschools, there is no way for teaching efficacy to account for it.According to the results of this research and realistic situation of high schoolteachers, I think, joint efforts should be made by our society, schools and teachers torelieve their job burnout, improve their working enthusiasm to perform the task ofteaching and educating better.