Research On Alleviation Strategies Of English Teacher Burnout In Vocational Colleges

Since the1970s, job burnout, a prolonged response to chronic emotional and interpersonal stressors on the job, has attracted more and more attention of foreign researchers. Recently, domestic researchers have also begun to study burnout. Teachers are at the high risk of suffering from job burnout. A number of research has shown that60%—70%of teachers bear work pressure repeatedly, and at least30%teachers have typical symptoms of burnout. The reasons for this are various, such as social reasons, administrative reasons, personal elements and so on. Teacher burnout not only affects the normal teaching but also has great influence on the teachers’physical and mental health.Researches at home and abroad on teacher burnout are mainly focused on teachers in primary and secondary schools, and the researches on burnout causes are mainly analyzed from social, administrative and personal aspects. So the present thesis, taking Ankang Vocational Technical College for example, has analyzed the degree of English teacher burnout in vocational colleges by way of literature review, questionnaire, interviews and data analysis, finding out the reasons for English teacher burnout from the viewpoint of present English teaching conditions in vocational colleges.Accordingly, some countermeasures, to change the educational concept and teaching methods, to help students be aware of the importance of English, to adopt gradation teaching, to develop school-based teaching materials and to establish flexible and scientific evaluation system, have been put forward to improve the English teaching in order that the English teacher burnout can be alleviated and English teaching quality can be improved. What’s more it is also expected to provide some theoretical basis for the educational institutions to have a thorough understanding of teacher burnout and offer some reference for the development of English teaching and English teachers in vocational colleges.