A Study On The Job Burnout Of Middle School Chemistry Teachers From The Perspective Of "Professional Standards"

With the development of society and education, the situation of teachers’ professional development has become more and more obvious, and gradually become the mainstream of China’s education development, and the professional development of middle school chemistry teachers is no exception. But because the expectations of teachers such as society, parents are too high, some of the negative effects of the actual environment of education, making more and more teachers suffer from job burnout, job burnout has become a stumbling block for teachers’ professional development. Middle school chemistry teachers as a part of a large group of teachers, are also suffering from the problems of job burnout.In early 2016, the Chinese Educational Reform Society released the "2015 Annual Report of China Education Improvement", the report referred to the 2015 teachers job burnout continues to spread, and it has been developed over the years to the widest range of the deepest level. Therefore, understanding the current situation of teacher burnout, to analyze the causes of teachers’ occupational tiredness, and put forward appropriate mitigation strategies of teacher burnout is not only beneficial to promote teachers’ professional development and contribute to the development of the school and the society.Based on the literatures, found that there are many about the current domestic research on the overall job burnout of teachers and teachers of a certain stage of the overall research at home, according to the study of an academic discipline teachers occupation burnout less. So this article chooses the middle school chemistry teacher’s job burnout as the research object, has the quite important theory significance and the practice value.In this paper, from the perspective of "professional standards of middle school chemistry teachers" to study the problems of occupational burnout in Chongqing middle school chemistry teachers. First of all through the interview to investigate the presence of occupation burnout of high school chemistry teachers in Chongqing area, in order to pave the way for the problem; secondly through theoretical research, defines the connotation, dimensions of teachers occupation burnout occupation burnout and the specific performance of each dimension; then conducted a survey of 176 middle school chemistry teachers through questionnaires and interviews, and the the number of the chemistry teachers conducted in-depth interviews, combing the results of questionnaire survey, clear middle school chemistry teachers occupation burnout status; finally, based on the "middle school teachers’ professional standards" and chemistry discipline characteristic from three aspects of internal and external factors and chemical characteristics of middle school chemistry teachers occupation burnout attribution analysis and put forward the corresponding mitigation chemistry teachers occupation burnout the feasibility of the strategy.One of the innovations of this paper is to obtain the conclusion of the regional survey of job burnout through the investigation.(1)Some high school chemistry teachers in Chongqing generally showed mild burnout, emotional exhaustion is most severe, depersonalization, followed by a sense of accomplishment is relatively high.(2)The job burnout of three dimension and the total amount on the table, high school chemistry teachers showed more severe than junior high school chemistry teacher’s job burnout.(3) The factors that show a significant difference in the total scale of job burnout are: teaching experience and teaching grade.(4) The factors that show a significant difference in the dimension of emotional exhaustion are: age, marital status, age and grade teaching.(5) The factors that show a significant difference in the depersonalization dimension are: age, age and grade teaching.(6) The factors that show a significant difference in the low achievement dimension are: age, teaching age, professional titles, teaching experience, income, and class. The innovation point of this paper is from the perspective of the professional standard of secondary school teachers in the middle school chemistry teachers job burnout was analyzed and put forward the corresponding mitigation strategies.This study shows that teachers’ job burnout has been prevalent in some middle school chemistry teachers in Chongqing, which should be paid attention to by the school and the department of education.