A Survey On Job Burnout Status Of Middle School Teachers And The Exploring Of Protective Factors

Due to long-term and huge occupational press, occupational burnout would occur. The occupational burnout is a psychological syndrome, including emotional exhaustion, lack of personal accomplishment and depersonalization. The teacher is one of the highest risk group of this psychological syndrome. On the basis of overviewing the actual state of the research on burnout at home and abroad, researchers use the method of quantitative to describe the burnout status quo of middle teachers, and use qualitative research to explore the protect factors.In quantitative research, I conducted research into 280 teachers from 6 middle schools, using Maslach Burnout Inventory(MBI revised by Wu Xinchun ). After analyses the questionnaire, I get the conclusions as follows:(1)There is not serious of job burnout among middle school teachers. But in the emotional exhaustion, SD is 11.91 and the max. is 48, so the mark distributing is discrete and some teachers have this symptom. Meanwhile, the max. is high to 23 in depersonalization, and the mean of every subject is 3.83, depersonalization is the other symptom.(2)In demography variables, there is no significant difference in gender; more than 25 years of teaching are proved to have highest personal accomplishment; the same significant difference was found in technical titles, teachers who own one grade technical titles have high personal accomplishment; compared with other teacher, being a class master have serous emotional exhaustion and high personal accomplishment, the difference is significant; teachers who work in city have more emotional exhaustion and depersonalization symptom than country teachers, but higher personal accomplishment; teachers who work in campus school have serous emotional exhaustion and high personal accomplishment, the difference is significant; in senior high school, teachers are more gravely affected by depersonalization.In quantitative and qualitative research, we conducted a semistructured interview with 37 middle school teachers. Through the interview transcripts, the following is our main findings:(1)Twenty-two factors of protect construction have significant difference among three groups, which can categorize into four aspects:â‘ Individual Characters: such as be good at learning,face reality, go-aheadism, personal culture and experience, clearly goal, sanguine, recognize students'excellence, understand others, ignore fame and gain, content with reality, faith of teaching, personal accomplishment, responsibility, self-efficacy, love students, identify with the profession;â‘¡Family: blessedness and family responsibility;â‘¢School: leader's appreciation, the friendly relationship between teacher and student, the respect from student;â‘£Society: friends.(2)The structure of protect factors include four aspects:â‘ Individual Characters: such as be good at learning,face reality, go-aheadism, personal culture and experience, clearly goal, sanguine, recognize students'excellence, understand others, ignore fame and gain, content with reality, faith of teaching, personal accomplishment, responsibility, self-efficacy, love students, identify with the profession;â‘¡Family: blessedness and family responsibility;â‘¢School: leader's appreciation, the friendly relationship between teacher and student, the respect from student;â‘£Society: friends.