The Current Status And Relationships Between Occupational Stress, Teaching Efficacy And Job Burnout In Rural Middle School Teachers

In this article, we used a questionnaire which is first compiled by Schaufeli and Maslach then modified by Chaoping Li and Shikan to investigate the occupational stress, the teaching efficacy, and job burnout of rural middle school teachers in six different districts of Hunan province. We released 710 pieces of sheets; received 614 sheets in return. 575 sheets were valid. The valid rate was 80. 9%. Follwing results were found:First, the occupational stress of rural middle school teachers was very serious. Their working load, examination stress, and the stress brought by the need for self-development and students had already exceeded the medial level, but the job burnout of rural middle school teachers was not very serious.Second, in teaching age and marriage status, there was no significant difference in the job burnout between rural middle school teachers, but in the age, the educational background, and whether be the class adviser, a significant difference was found.Third, there was a significant positive correlation between job burnout and occupational stress in rural middle school teachers. The bigger the occupational stress was, the higher the job burnout.Fourth, teaching efficacy imposed a mediation effect between occupational stress and job burnout. It helped the teacher to resist the negative effects of occupational stress, and helped to relieve the extent of job burnout.