A Study On Relationship Between Job Burnout And Teaching Efficacy Among English Teachers In Junior High Schools

The professional development of English teachers has been paid more and more attention to.A large number of studies show that teachers' job burnout and teaching efficacy are important factors that affecting teachers professional development.Teachers' job burnout means teachers are bored with their career in terms of mood,attitude,and performance.Teaching efficacy refers to teachers' judgment on their ability to influence their students' learning behavior and academic achievement.This study focuses on job burnout and teaching efficacy of junior high school English teachers and aims to better understand the current situations of different groups junior high school teachers---teachers of different age,gender,education,and teaching years---in terms of job burnout and teaching efficacy,and to probe the relationship between the two factors in their context.In order to achieve these purpose,this study ask the following research questions:1.What is the current situation of job burnout among junior high school teachers? Do different groups differ?2.What is the current situation their teaching efficacy? Do different groups differ?3.Is there correlation between job burnout and teaching efficacy?This study is a survey,260 English teachers from several Shijiazhuang junior high schools are randomly chosen as the participants.The teaching efficacy scale adopted is designed by Yu Guoliang,Shen Jiliang & Xin Tao(1995).And the teachers' job burnout questionnaire adopted is Masses-based Burnout Inventory(MBI)(Maslasch,2001).After the data is obtained and analyzed,several major findings are made.First,while the general level of job burnout among the teachers is at the medium level,they suffer from a higher level of emotional exhaustion,lower sense of achievement,which are core components of job burnout.When demographic variables taken into consideration,we find different levels of job burnout among different age groups,different education groups and among teachers with differentteaching years,while no significant difference in job burnout among English teachers of different genders is found.Second,teaching efficacy of these English teachers is at the high level,with the level of their personal teaching efficacy higher than that of their general teaching efficacy.When demographic variables are taken into consideration,no significant different difference in teaching efficacy is found among teachers of different gender,but there is significant differences in teaching efficacy among teachers of different educational levels and teachers of different teaching years.Third,the result shows that teaching efficacy among the teachers is significantly negatively correlated with their job burnout,the higher the level of teaching efficacy,the lower the level of job burnout.To be more specific,both general teaching efficacy and personal teaching efficacy of junior high school English teachers have predictive effects on teachers' mood,attitude,and performance,namely,the three dimensions of teacher burnout.