A Study On The Burnout Of Higher Vocational Teachers In Guizhou Province

With the demand for technical talent soared, vocationaleducation has also attracted the attention of the wholesociety.For a long time, due to some vocational colleges focusonly on high standards and strict requirements management, inorder to improve the quality of teaching and training qualitypersonnel, vocational colleges teachers exert pressure for allthe time, but the relative neglect of teachers' career andpsychology, behavior change, the college is no methods to easethe teaching profession to help teachers adjust mentality,leading to the emergence of some of the teachers job burnoutphenomenon.Against this background, studying teachers jobburnout of vocational colleges is the issue, exploring thefactors that affect the current teacher burnout of vocationalcolleges, and proposing countermeasures to improve thesituation is imminent and significant.Taking a vocational colleges for an example, through a bythe questionnaire studies, its faculty burnout conducted aquestionnaire survey and interview survey, the resultingconclusions are as follows:First, the survey found that thecurrent situation of teachers in the institution Burnout moreserious,35.3percent of teachers are in the presence ofphysiological levels of job burnout performance;56.9%of theteachers are emotional job burnout performance level;61.1%of the teachers there Job Burnout behavioral level performance;58.7%of the value of teacher Job Burnout levels existperformance.Secondly, through the analysis of the currentsituation of teachers colleges and vocational Job Burnout onthe formation of a factor survey found that teacher burnoutcaused by the institution are: social prejudice in society ismainly for vocational teachers, social expectations arerelatively high, Social support is weak; mainly dailyharmonious working atmosphere in schools is not enough, theteacher evaluation mechanisms are inadequate, the college islack of mental health education teachers, and pay not enoughemphasis on teachers' professional development; teachersthemselves factor is relatively inadequate professional skills,career orientation existence of errors, the poor self abilityto regulate.Thirdly, respectively, from the community, schools,teachers are given their own square on three sides copingstrategies: improving the social status of teachers, given areasonable social expectations intensify support for thecommunity, a good working atmosphere and establishing a fairassessment mechanism, acting mental health education, creatingopportunities for teachers' professional development, enhancinglearning, improving their professional skills, changingconcepts, clear professional orientation, master method, goodself-regulation.