The Research Of Relationship Between Teachers’ Professional Identity, Job Satisfaction And Job Burnout

This study systematically examines the condition of professional identity, job satisfaction and burnout of teachers in Applied Newly-established College in Anhui Province and discusses the relationship of the three. Afterwards, a model describing the relationship of the three is built to provide theoretical foundation and practical support to the personal professional development of teachers in Applied Newly-established College in Anhui Province and the management of university teachers.Research results show:(1) Professional identity of the teachers in Applied Newly-established College in Anhui Province is relatively high, while job satisfaction needs to be improved and job burnout is relatively optimistic.(2) Professional identity varies greatly among teachers in undergraduate universities as a result of gender, age, job title and length of service difference. Job satisfaction also varies with different gender, age, education, job title, length of service and monthly income. Emotional burnout differs substantially with different age, education, job title and length of service. Depersonalization also varies with different age, education, job title and teaching area. Difference of low sense of achievement is obvious as a result of different age, job title and length of service.(3) There is a significant positive correlation between professional identity and job satisfaction of teachers in Applied Newly-established College in Anhui Province, while a significant negative correlation between professional identity and job burnout; job satisfaction and job burnout are significantly negatively correlated.(4) Professional identity of teachers in Applied Newly-established College in Anhui Province can directly predict job satisfaction and burnout. Professional identity of teachers in Applied Newly-established College in Anhui Province is a mediating variable between job satisfaction and job burnout. Satisfaction of occupation understanding, occupation will, occupation emotion and the occupation itself can directly predict and affect job burnout. Satisfaction of management by superiors, welfare and reward, working environment and interpersonal relationship don’t directly affect job burnout, but indirectly through the mediating variable-professional identity. Job satisfaction also can indirectly affect job burnout through occupation understanding, occupation will and occupation emotionResearch results above have substantial theoretical significance to improving professional identity of teachers in Applied Newly-established College, and offer practical guidance to the society, competent authorities of higher education, Applied Newly-established College and teachers themselves. In order to improve professional identity and job satisfaction, prevent and reduce job burnout. The society and competent authorities of higher education can achieve this through setting up reasonable expectations for teachers in Applied Newly-established College, establishing social support systems and relentlessly improving teachers teaching development unions; Applied Newly-established College can build flexible and diversified rating systems, establish and perfect teacher development centers and build "community"; teachers can equip themselves with proper occupational understanding and occupational values, as well as constantly carry out "reflective practices".