Working Pressure,Coping Styles,Job Burnout And Their Relationships Of Middle School Teachers

In the society,teachers play quite a special role.With the progress of society,teachers have new development opportunities,but they also have to face more challenges at the same time.They are faced with all kinds of pressure,such as social expectations,entrance exam,work load and so on,sense of job burnout is also quietly rising.This study takes teacher’s coping styles as the breakthrough point, and adopts questionnaire to test the current situation and relations of middle school teachers’working pressure,coping stylesjob burnout.Then use interview narrative study to sum up the education teaching situation,the pressure source and the reasons,the pressure of the idiomatic solution and the future development strategies of middle school teachers.After analysis of the questionnaire, it concludes as follows:1. Middle school teachers’ working pressure is at a moderate level.The main pressure source is from the lack of country middle school’s students,big work load,test pressure.low work reward and so on.2. Middle school teacher tends to adopt positive coping styles.3. Middle school teacher exists a certain degree of job burnout,and"low sense of achievement" is the most outstanding.4. To middle school teachers,the working pressure scores and each dimension have nothing to do with sex distinction and school’s type.The teacher in charge and not have a significant differences in the score of "self development needs"."career expectations"dimension exists significant differences in school age.In education background,there exists significant difference on the pressure dimension and the total score excluding "family relationships"dimension.Marriage status exists a significant differences on the total score and the dimensions of "test pressure","student factors".5. To middle school teachers,the coping styles have nothing to do with sex,teachers in charge or not,school types,marriage statua.School age and education background exist significant differences in all dimensions.6. To middle school teachers, education background does not exist significant differences in job burnout dimensions.In sex,there exists a significant difference on each dimension score.Teacher in charge or not,school age have significant differences on"emotional exhaustion"dimension.School types have significant differences on"cynicism"dimension.Marriage status have significant differences on"low sense of achievement" dimension.7. To middle school teachers,working pressure score and other dimensions in addition to"family relationships"have a significant negative correlation with positive coping style,and a significant positive correlation with negative coping style.8. To middle school teachers, there is positive correlation between working pressure score and job burnout and various dimension scores of each dimension score."Low sense of achievement" and all the dimension and the total score of working pressure have significantly positive correlation."Emotional exhaustion"and working pressure in addition to"family relationships"dimension and pressure scores show significant positive correlation."Cynicism" and working pressure in addition to"self development needs"dimension and pressure total score are significantly positive correlation.9. To middle school teachers, all dimensions of coping styles and job burnout are related."Emotional exhaustion","low sense of achievement" and positive coping style have significant positive correlation."Cynicism"has a significant negative correlation with positive coping style,and a significant positive correlation with negative coping style.10. To middle school teachers, coping styles plays a partial mediating role between working pressure and job burnout.