Research On Teachers' Vocational Delay Of Gratification

This study proposed the new definition of teachers'vocational delay of gratification and its structural dimensions and made the Teachers'Vocational Delay of Gratification Scale of Elementary and Secondary School Teachers by literature analysis, individual interviews and questionnaires survey in a sample of elementary and secondary school teachers. The self-made Scale was used to measure the general condition and demographic characteristics of teachers'vocational delay of gratification and its interrelationships with teachers'job burnout were examined. The results are as follows:(1) The self-made Scale contained 16 items and 2 dimensions:long-range educational approach and short-range task drive. The Scale presented acceptable psychometrics properties on validity and reliability.(2) The general level of teachers'vocational delay of gratification of elementary and secondary schools was higher than the average level. In the dimension of long-range educational approach, female exhibited significantly higher levels of teachers'vocational delay of gratification than male. Furthermore, in the dimension of short-range task drive, head teachers showed significantly higher level than course teachers. However, the level of teachers'vocational delay of gratification and its two dimensions did not differ significantly as functions of marital status, age, seniority, educational background, professional titles, teaching subjects, grade, types of school and administrative post.(3) The evidence suggested that teachers'vocational delay of gratification and its two dimensions were all significantly negatively associated with teachers'job burnout and its three dimensions (emotional exhaustion, depersonalization and diminished personal accomplishment). Teachers'vocational delay of gratification and its dimension of long-range educational approach were negatively predictive of teachers'job burnout and its three dimensions, especially of diminished personal accomplishment.