Study On Shenzhen Middle School Chemistry Teachers' Job Burnout Influence On Teachers' Classroom Teaching Behavior

As one type of occupational stress,occupational passiveness is a series of mental and physical syndromes people suffer in work environments due to their reaction to long-existing emotional and interpersonal tension.The occupational passiveness on the part of teachers can exert immense negative influence on their students' growth and personal development.A lot of research in China or in other countries has shown that occupational stress has become one of the most fateful threats to the mental and physical of teachers.In order to effectively defend the attacks and guarantee the security of teachers and students,it is necessary to study the occupational stress.The main problems of this study are:(1)the Shenzhen middle school chemistry teachers have feelings of job burnout?Serious or not?(2)If the Shenzhen middle school chemistry teachers have job burnout feeling,then what are the influence factors?(3)Which are the main factors of these factors,which factors influence is not big?(4)How to reduce the chemistry teacher job burnout of Shenzhen?This research is aimed to examine on the basis of literature review how student factors affect the occupational passiveness of chemistry teachers of secondary school,to be specific,to find out the connection between student factors(teacher-student relationship,students' academic performance and interest,and students' misbehavior etc.)and teachers' occupational passiveness(emotional burnout,loss of teaching style,lowered teaching efficiency etc.).Secondly to find out the connection between teacher factors(man or female,period,whether the teacher in charge,workspace,teaching age,educational background,married or unmarried and other factors)and the job burnout of middle school chemistry teachers(emotional burnout,loss of teaching style,lowered teaching efficiency etc.).This research will take the chemistry teachers from secondary schools in Shenzhen as its subjects,and apply questionnaire and interview as methodology.And in the end,this research will arrive at solutions based on the connection between student factors and teachers' occupational passiveness and offer reference to the study of teachers' occupational passiveness and the development of teachers' professionalism.The research conclusion of this paper is as follows:1,Shenzhen middle school chemistry teachers' job burnout in general condition is not very serious,but some teachers have a significant sense of job burnout.2,Analysis the student factors:(1)The relationship between the four student factors and teachers' job burnout,the biggest impact factor is academic situation,the second one is the subject interest and the student's bad behavior problems,The relationship between teachers and students has littleimpact about teachers' job burnout feeling.(2)The academic status and teachers' job burnout feeling present obvious positive correlation and has a great impact on the students' academic status and teachers' job burnout.(3)The relationship between subject interest and teachers' job burnout feeling is negative correlation.That the stronger the student interest in chemistry discipline,the lower the teachers' job burnout feeling.(4)The students' bad problem behavior and the teachers' job burnout present obvious positive correlation.The more students' bad behaviors,the more teachers prone to job burnout.3,Analysis the teachers' factors:(1)Teachers of Baoan district have teachers' job burnout higher than other area.(2)The teaching age from 6 to 10 years and from 16 to 20 years of teachers have job burnout are higher than other teaching age stage of the middle school chemistry teachers.There are significant differences the teaching age from 11 to 15 years in the job burnout of teachers to personalized,emotional exhaustion and professional efficacy reduced to all three dimensions of teachers and teaching age from 6 to 10 years and from 16 to 20 years of teachers,that is to say,teaching age from 11 to 15 years of teachers' job burnout are the lowest.(3)the technical secondary school degree of chemistry teachers and college degree of chemical teachers,technical secondary school degree of teachers and master's degree teachers exist significant difference in occupational burnout to personalize and low achievement both dimensions.(4)Married and unmarried teacher exist significant difference on job burnout of low satisfaction dimensions.(5)The junior high school chemistry teachers in significant differences on job burnout to personalized.Significant difference was found in high school teachers on the low sense of achievement.(6)There was no significant difference in gender and whether the teacher in charge in job burnout three dimensions.4,Analysis the social factors:The heavier workload,less democratic atmosphere in the school management,worse teacher career development,the more economic pressure and social pressure,the more serious teachers' job burnout.Better career development,more harmonious family relationship,the higher occupational self-efficacy.5,from strategy analysis:Facing the pressure and difficult,adopting the strategy positively or seeking help low possibility of chemistry teachers' job burnout,and adopting the strategy of patience to rationalize and remorse escape strategy of middle school chemistry teacher high possibility of occupational burnout.