Study On Job Burnout Of Teachers In Vocational Colleges

The notion of"job burnout" was advocated by Freudenberger in 1974,soon after that, the study of this field has attracted a lot of researchers.Currently it has extended to the field of teaching. Though the connotationof job burnout of teacher has not unified, most researchers have come to achorus that this kind of burnout is an extreme response for failing to copewith the job stress, and it is a burnout state of emotion, attitude andbehavior under long experience of high lever of stress.By investigating over 500 teachers of nine vocational colleges inChangsha, Zhuzhou and Xiangtan with the international confirmedinventory—MBI-ES, it is found that there is teachers' job burnout invocational colleges to some degree.The concrete performances are (1) Male teachers are more serious inJob burnout; (2) Teachers from 31 to 40 years old are more serious in jobburnout; (3) Married teachers are more serious than single teachers inemotional exhaustion and depersonalization, but married teachers havehigher personal accomplishment; (4) Teachers who have been teaching6-10 years are more serious than others; (5) Teachers with Bachelor'sdegree are more serious, and teachers with higher education degree aremore serious in sense of depersonalization; (6) Lecturers are the mostserious than others in job burnout;(7) Teachers with other careercertificate have lower personal accomplishment.(8) Teachers in charge ofa class have lower personal accomplishment; (9) Teachers withadministrative duty have distinctly lower personal accomplishment thanteachers with only teaching duty; (10) Teachers who teaching specialtylessons are more serious in job burnout with the lowest personalaccomplishment; (11) Teachers with different income have distinctlydifferent performances on emotional exhaustion and sense ofdepersonalization. The teachers with monthly income from 1501 to 2000 RMB are the most serious in job burnout.The distinct characteristic is that the key teachers have a very lowsense of personal accomplishment. It must raise great concern andconsideration out of the education administrational departments andeducation workers.The paper analyses the reasons which cause the job burnout ofteachers of vocational colleges. It also takes an in-depth account of thepositioning of higher vocational education, organizational justice andorganizational support and psychological problem from the perspectivesof psychology, management and education. The proposed suggestion is toprevent, reduce and eliminate teacher's job burnout through adjustingfrom three levels of society, organization and individual.From the point of view of society, the society should promote thesocial status of teachers, hold a reasonable expectation to highervocational education, and construct a upholding system for highervocational education; From the point of view of higher vocationaleducation, it is also important to build the complete degree system ofhigher vocational education from three-year-college, four-year-university,to postgraduate to enforce the self construction of higher vocationalcolleges, to take care of the vocational development of teachers, and toestablish an effective psychological health evaluation system. Teachersthemselves should understand correctly the responsibility of highervocational education and themselves, and build high standard vocationalethics and job faith. Teachers also need deal with job burnout correctlyand take necessary measures to self-adjust.