The Study Of Teacher’ Job Burnout’s Influence On The Classroom Teaching Behavior

In recent years, the phenomenon of middle school teachers’ job burnout in Chinahas aroused wide concern, as a psychological exhaustion of the state, teachers’ jobburnout must have a certain effect on everyday’s teaching behavior in classroom. so it isnecessary to explore the teacher’s job burnout and its relationship with classroomteaching behavior through the study of teachers’ job burnout in middle schools in BaotaDistrict of Yanan City and its effect on the classroom teaching behavior, so as to putforward to relieve teachers’ job burnout, improve classroom teaching behavior strategy.In this study, the survey research method we adopted are iterature research method,research method and statistical analysis, in the process of the study, first of all, we havecombed the literature study about domestic and foreign teachers’ job burnout andclassroom teaching behavior, which laid a theoretical foundation, then we have used themethod of questionnaire survey on the condition of teachers’ job burnout and classroomteaching behavior, teacher’ job burnout and emotional exhaustion, depersonalization andlow sense of achievement dimensions have a negative impact on the classroom teachingbehaviors, the reason why the teachers have had job burnout were studied in detail, at thesame time in order to have more comprehensive understanding of middle schoolteachers’ job burnout I have made the interview to some principals, administrators andteachers of some middle schools. Through the research, we drawed the followingconclusions: the middle school teachers’ job burnout is not serious, but the existence ofemotional exhaustion tendency, middle school teachers’ job burnout have differences inseniority, significant differences between subjects and the first degree;middle schoolteachers’ classroom teaching behavior is good,middle school teachers’ teaching behaviorsis significant in gender, teaching age and teaching grades; the teacher who has jobburnout act badly on verbal behavior, body language behavior, basic behavior, leadingbehavior,teaching behavior,questioning behavior,demonstration behavior, blackboard-w riting behavior, the class-ending behavior,teaching skills behavior,classroom coordinationbehavior more than the teacher who hasn’t have the job burnout,the teacher who hasemotional exhaustion act badly on blackboard-writing behavior and often adoptdiscipline behavior more than the teacher who hasn’t have emotional exhaustion；Theteacher who has depersonalization act badly on verbal behavior, body language, basicbehavior, teaching behavior, questioning behavior, blackboard-writing behavior, theclass-ending behavior, teaching skills behavior more than the teacher who hasn’t havedepersonalization; the more sense of low sense of achievement the teacher felt, the morethey act badly on all the classroom teaching behaviors; according to the importanceinfluence factors of middle school teachers’ job burnout, they are teaching environment,interpersonal relationship, work load, job development, student, education reform andsense of security, teachers’ personality and teaching skills factors; Based on the researchabove, we put forward three aspects of countermeasures and suggestions to prevent,relieve and eliminate teachers’ job burnout from the school guarantee system, their ownefforts and the establishment of education authorities and social support system aspects.