An Investigation On The Current Situation Of Job Burnout Of Rural Primary And Secondary School Teachers

Due to the fast social development and fierce competitions, increased working pressure has made burnout very common. Because of job’s specificity, society’s high expectations and high demands, as for teachers, burnout is a common phenomenon among them. The numerous rural teachers in primary and middle schools is an integral part of the teachers’ group who shoulders a great responsibility of the balanced development of the basic education. Working in the relatively backward and poor environment, how is their burnout? What are the specific characteristics of the factors that lead to their burnout? What efforts should we make to alleviate their burnout? These are the certain questions to which both the education theorists and practitioners should pay attention, and they are what this research intends to learn about and explore. This research adopts the primary and middle school teachers job burnout inventory designed by professor Wang Fang and Xu Yan from School of Psychology at Beijing Normal University and teachers’ burnout effective factors inventory designed by Li Bing from Shanghai Normal University to investigate 134 rural primary and secondary school teachers from Ju county, Ri Zhao, Shan Dong province.The results:(1)Class teacher or not, gender, education background and teaching stages have no significant effect on rural teachers’ burnout.(2)Age, marital status, working time, professional title and income among which there is no interaction have significant effect on rural teachers’ burnout.(3)Burnout of the rural teachers is effected by various factors, and the factors predict all the dimensions differently and respectively. Besides, these factors are more concentrated and have comparatively much more significant influence.(4)Work-load and student factors are the most important ones which influence the rural teachers’ burnout most. Interpersonal factor, education reform and the certainty factor are predictors of rural teachers’ depersonalization.Accordingly, main attention is paid to work-load, as well as student factor, and corresponding suggestions were given to alleviate the rural teachers’ burnout. First of all, to establish a better social environment and provide various kinds of resources which are essential; second, to pay attention to teachers’ physical and mental health, and create good conditions which can be beneficial to their development; finally, teachers had better improve their own quality and master the strategies.