Researches On The Status Quo Of Mental Fatigue Among High School Teachers And Its Effecting Factors

As one of the primary representation of sub-health, long-term fatigue has tremendous d isadvantages both on physical and mental health. It will result in many unexpected diseases even sudden death at the moment of utmost accumulation of fatigue. Many researches on fatigue have been evolved in the fields of pathologic fatigue as well as Physical fatigue, concentrating on physiological and pathologic realms. However, mental fatigue as the important aspect of fatigue has been neglected. Compared with physical fatigue, mental fatigue seems to be difficult to investigate and measure because of its recessive and potential characteristics. With regard to the main group of sub-health, middle school or high school teachers are the typical samples to be researched. It is not only the powerful complement of exiting researches on fatigue, but also provides adequate material for the better understanding of status quo of mental fatigue among high school teachers as well as its effecting factors.This thesis holds the view of "analyzing according to existing researches, theoretical analysis, tools, measure, status quo, effecting factors". Based on the field investigation, this thesis edits " Self Scale Measure of Mental Fatigue" and " working load self-valuing for middle or high school teachers" in order to investigate the relationships among working load, social support, achievement motivation and mental fatigue. This thesis has the following proposals:(1) Mental fatigue refers to the sense of tiredness and weariness and declining of efficiency owing to the long-term exhausting of recognition and emotion. It usually goes hand in hand with decreased reactivity, frustrated feeling even depressive emotion. The Scale was single dimensional, and it's validity and reliability are well demonstrated.(2) Working loads of teachers consists of working time and working difficulties. The validity and reliability of "working load self-valuing for middle or high school teachers" are also well demonstrated.(3) Teachers are with the middle-quantities of mental fatigue, no obvious difference between gender, age, teaching experience, marriage, educational background, working position, type of school and working place. However, there are significant interactions between age and teaching experience, age and working place, working position and educational background. As to the proportion of lasting time of mental fatigue, short-term mental fatigue(within 2 weeks) takes the largest with 39.12% while long-term mental fatigue (2-6 months or exceeding 6 months) follows with 30.54%. Moreover, 30.2% of whom are among teachers with heavy fatigue belong to the sub-health group.(4) Teachers with different working loads have obvious difference on mental fatigue. Those one with more heavier working loads have more heavier mental fatigue. Working time is the most important aspect effecting mental fatigue. There is an extra-positive-interdependency between working difficulties and mental fatigue.(5) Teachers with different levels of social support have obvious difference on mental fatigue. Those one with higher levels of social supporting have less mental fatigue. There's an extra-minus-interdependency between subjective social supporting and mental fatigue, also between the use of support and mental fatigue, and a week-minus- interdependency between objective social support and mental fatigue.(6) Teachers with different motives have obvious difference on mental fatigue. Those one with higher motives have less mental fatigue.