The Relationship Among Primary/Middle School Teachers’ Stress、Social Support And Job Burnout

The purpose of this study is to investigate the actual state of the elementary school teacher burnout, and discuss the relationship between the head teachers socical support, stress and job burnout, to provide theoretical basis for the effective measure of preventing teachers’burnout. Methods:Adapting the MBI-ES, the Primary and Secondary Teacher Stress Questionnaire, and the Social Support Rating Scale and using interviewing method in addition, to survey the particular situation of primary school head teachers in Hunan Province, exploring the relationship among work stress, social support and job burnout.The results showed:First, the teacher burnout and its emotional exhaustion is higher than the median, and their efficacy is lower than the median; Problems of students, management of school, career prospects from job stress and its characteristics are higher than the median, among which career prospects scores highest;Subjective support and the utilization of primary school teachers is higher than the median.Second, there is significant difference between the primary teacher burnout in aspect of gender, marital status, seniority and grade, embodied in male teachers had more depersonalization and job burnout than female teachers; Job burnout and of unmarried teachers of primary school teachers is higher, efficacy of unmarried teachers is lower than married teachers; There is significant difference in personal accomplishment and job burnout among teachers with different age of teaching experience; There is no significant difference in any dimensions of job burnout among teachers with different annual income; Teachers from junior high school had more job burnout than teachers from primary school and senior school.Third, there are significant correlations between primary school head teacher burnout, stress and social support. Pressure of teaching reform, students’problems, school management, job characteristics, career prospects, personal characteristics are significantly positive correlation to every dimensions of job burnout; There are significant positive correlation between emotional exhaustion, depersonalization and family problems, social problems; There is extremely significant negative correlation between objective support, subjective support, the utilization of support and all dimensions of job burnout.Fourth, work stress of the teachers in primary and middle schools have direct effect on job burnout, while social support also plays a partial intermediary role in the relationship between work stress and job burnout. The conclusion:First, the job burnout of primary and secondary school teachers find itself in medium level.Second, the job burnout of primary and secondary school teachers is affected by the demographic variables.Third, the heavier work stress a primary/secondary school teacher bear, the more likely he (or she) will develop into job burnout, higher the level of emotional exhaustion and depersonalization will be.Fourth, the stronger a system of social support of primary/secondary school teacher possess, the lower their job burnout level will be, otherwise their job burnout will become more serious.Fifth, the working pressure of primary/econdary school teachers not only directly affect the job burnout, but also can support the indirect influence path through social support. Social support is the intermediary variable between job stress and job burnout.