The Influence Of Teacher Attribution In Special Schools On Burnout

The effect of job burnout on teachers has been a hot topic for a long period in teacher study realm.In recent years,with the birth of reform system,such as Teacher Employment System and teacher merit pay system,the pressure of teachers is increasing heavily and the job burnout also increased along with it.As a part of the teacher groups,teachers in special education school are also experiencing job burnout,which is not less than those teachers in ordinary school,and the reason for this is that teachers in special education schools not only must teach their students compulsory courses,but also take good care of their daily life and keep their lives safe.At the same time,job burnout among teachers in special education school could lead to some serious consequences,such as teachers’ loss.Therefore it is meaningful for us to analyze and improve the job burnout of teachers in special education school.Resent research has shown that the different attributional styles would have an effect on people’s achievement motivation,and then influence their job burnout.Maslach Burnout Inventory(MBI),Achievement Motivation Scale(AMS),and Internality Powerful others and Chance Scales(IPC)were administered by 497 primary school teachers from 5 ordinary schools and 4 special schools in Shanghai.The aim was to investigate the current situation of attributional style,job burnout and achievement motivation among teachers in special education school,explore the relations between occupational burnout,attributional style and achievement motivation among them,and examine whether the achievement motivation has a mediating effect on the association between the attribution style and job burnout.The results showed as follows:(1)The teachers in ordinary school favored external attribution,whereas those teachers in special education school favored internal attribution;(2)In general,the achievement motivation of teachers in special education school was comparatively high and significantly higher than those of teachers in ordinary school;(3)Teachers in ordinary school experienced more serious job burnout than the teachers did in special education school on two dimensions,namely,emotional exhaustion and depersonalization;(4)The interactive effect of school’s type and teachers’ professional title could influence their score of internal control;(5)The interactive effect of school’s type and teachers’ income level could influence their the score of depersonalization;(6)The achievement motivation of avoiding failure was positively related to the external attribution and job burnout,and the achievement motivation of pursuing success was negatively related to the internal attribution and job burnout;(7)Achievement motivation played different mediating effects between attributional style and job burnout among teachers in special education school.