A Study On Burnout And Its Affective Factors&Solutions Of Senior Middle School Teachers

Since the American foundational clinical psychologist, H. J. Freudenberger firstly came up with the conception of "job burnout" in the1970s, the researches on its related factors have been increasingly paid more attention. Teacher burnout is without exception one of the most widely concerned research field. Throughout the history of teacher job burnout researches both at home and abroad, it can be easily found that teacher burnout is a feeling of tiredness and fatigue under excessive stress and pressure for a long time, which consists of three dimensions:Emotional Exhaustion, Depersonalization and Reduced Personal Accomplishment.Based on the theories of teacher job burnout of former researchers and adopting the edited-interpreted edition of Maslach’s MBI and Cooper and Halpin’s questionnaire on the external causing factors of job burnout of teachers, the author of the present thesis investigated89teachers in Yongfu Senior Middle School, Guilin City, Guangxi Zhuang Autonomous Region. The questionnaire consists of three parts:the basic individual information, Maslach Burnout Inventory and the causing factors in social, organizational and professional domains which aims at investigating three questions:(1) What is the overall job burnout level of the target teachers?(2) What are the factors affecting job burnout of senior middle school teachers?(3) What’s the difference between English teachers and the teachers of other subjects on job burnout? The results of the study show that:(1) Teachers in Yongfu Senior Middle School are experiencing an overall moderate job burnout level with moderate-high Emotional Exhaustion, not severe Depersonalization and high Reduced Personal Accomplishment.(2) The causing factors of teacher job burnout are significantly related to the personal factors (age, teaching experience, education background, professional title, teaching subject, teaching grade, teacher duty and average monthly income), social factors (high expectation from society and parents and the present examinational system), organizational factors (school administration and students’ problems) and professional factors (workload, professional development, education and curriculum reform and role conflict).(3) Compared with the teachers of other subjects, English teachers have a higher Emotional Exhaustion and Depersonalization, and are more likely to suffer job burnout.In the end, the author puts forward some related suggestions and solutions from the specific aspects of the personal, social, organizational and professional these four dimensions for the purpose of alleviating teacher job burnout. To sum up, there are four points:(1) To improve teachers’ comprehensive individual qualities and deal with teacher job burnout rationally.(2) To raise teachers’ social status and build up reasonable social expectation among the society and the parents of the students.(3) To create a harmonious organizational environment.(4) To provide conditions and opportunities for teachers to fulfill their professional development. In the meantime, the author specially comes up with some suggestions for English teachers to reduce their job burnout level:(1) To strengthen teachers’ training and improve their English professional development.(2) To pay attention to teachers’ mental health and relieve their passive emotions.(3) To improve the evaluation systems of teachers and the English course.