A Study On Attribution Of And Countermeasures To Rural Public And Private Junior High School English Teachers’ Occupational Burnout

The demand of the society on the teachers of English in rural public schools is very high while the source of students and infrastructure there are relatively poor; the source of students in private schools is better, but the occupational burnout on the part of the teachers of English there also unavoidably appears with the increase of pressure on their teaching. Thus, the present situation of rural public and private junior middle school English teachers’ occupational burnout has caused more and more people’s attention. This investigation therefore studies the occupational burnout of junior middle school teachers of English in different systems under the background of private school education thriving, discusses the corresponding mitigation strategies, and attempts to provide reference for promoting the English teaching in rural junior middle schools.This study, from the perspective of teachers’ professional development and specific to current situation of the rural junior middle school English teachers’ professional burnout and factors for occupational mentality, conducted the questionnaire survey of 128 rural junior middle school English teachers from some county in Fujian Province, using SPSS for data statistic analysis of the investigation results and interviewing six typical teachers of English in the county’s rural junior middle schools, in order to explore the problem of rural junior middle school English teachers’ occupational burnout by combination of qualitative and quantitative analysis. Through the investigation, analysis and discussion, the main conclusions are reached in this study as follows:1.In the county’s rural junior middle schools, the degree of the English teachers’ occupational burnout belongs to medium level, manifested mainly in low personal accomplishment, followed by low self-efficacy, deindividualization, emotional exhaustion,impaired health and intellectual burnout.2. Teachers of English in the rural public junior middle schools demonstrate higher tedium vitae than those in private ones, especially in the aspect of deindividualization.3.In the county’s rural public junior middle schools, the English teachers’ occupationalburnout is significantly associated with social factors, school factors and occupational factors while in its rural private junior middle schools the English teachers’ professional burnout is only related closely to school factors.