Psychological Capital, Job Content, Impact Studies, Secondary School Teacher Burnout

The present era, the fierce competition led to the increase of pressure in people, burnout issues highlighted in many social groups. Among them, secondary school teachers of this group because of their higher social expectations, greater social responsibility, making it more obvious degree of burnout. Domestic and foreign scholars in this area but also in more, but the lack of documentation of secondary school teachers in the capital of the psychological concerns, and psychological capital on high school burnout will have some impact or effect of mitigation. Consider some of the psychological resources of the enterprise organization staff satisfaction, performance, and other aspects of burnout have the role of mitigation. Thus, this paper attempts a psychological capital, job burnout on the secondary influence of the study, a new idea of trying to explore or find a better solution or even middle school teachers ease the way and means of job burnout. In this study, Chinese scholars of the revised MBI-GS scale, Job Content Questionnaire and the revised scale for secondary school teachers on Mental Capital conducted a survey of secondary school teachers. By SPSS13.0 on analysis of data collected, the results are as follows:(1) The revised questionnaire psychological capital middle school teachers self-efficacy, hope, optimism, tenacity four dimensions, in line with our vision, in which Cronbach a internal consistency reliability coefficient of 0.876, higher reliability can be used forfollow-up study.(2) independent sample t test and variance analysis results indicated that psychological capital in the gender, age, seniority, marital status, education level above the differences were not significant. But the senior group, the high and the third year of a two-year difference is very significant, but the High School and Middle School, and the difference between high and one with the sophomore does not significant.(3) Correlation analysis showed that, on the whole capital and secondary psychological burnout was a significant negative correlation, in which positive school burnout dimensions of the related role of the most significant.(4) Hierarchical regression analysis showed that the exclusion of the effect of demographic variables, job burnout on the emotional secondary depletion of non-fulfillment of human nature and low forecasts three dimensions were significant level. But we can also see the dimensions of psychological capital of the three dimensions of burnout there are different degrees. Among them, psychological capital of self-efficacy, hope, and resilience of middle school teachers in the three dimensions of emotional exhaustion burnout no significant effect on this dimension, but "optimistic" the dimension of emotional exhaustion and the dimension of non-human. The forecast was a significant level, but low on achievement of the forecast of this dimension is not enough significant. Content as independent variables in the work, emotional exhaustion, depersonalized, depressed sense of achievement as the dependent variable in the regression analysis, the regression coefficient of maintained their significant level, it can be seen that the content of psychological capital in the work of vocational teachers in secondary schoolsthere is some burnout mediator.The study also found that psychological capital in the community to support teacher burnout (the three dimensions:non-human, low sense of accomplishment, emotional exhaustion) play a regulatory role in the impact.