Mediating Effects Of Teacher Self-Efficacy Between Teacher Burnout And Achievement Motivation In High School English Teachers

With a new round of curriculum reform and teacher professionalization development,more higher requirements for role shift and career orientation have been put forward to English teachers in senior high schools,who not only have to improve their teaching knowledge and skills but also ought to promote their level of emotion state.However,under heavy pressures from the new curriculum reform and teaching requirements,some structural deviations have emerged in the integration of their work attitude and passion,self development and interpersonal relationships among senior high school English teachers,and resulted in teacher burnout.Teachers with high level of teacher burnout will lose their passion and confidence in their teaching work,and gradually lose the motive to achieve a higher level of teaching career.As two important variables of social psychology,the teacher self-efficacy and achievement motivation are both closely related to the teacher burnout.The study of the correlations among teacher self-efficacy,achievement motivation and teacher burnout is significant both theoretically and practically.In recent years,many researches have been done on correlations among the teacher self-efficacy,teacher burnout and achievement motivation,most of which,however,took English teachers from colleges or vocational schools as their subjects.Few studies took English teachers from the primary and secondary schools as their research participants,and even fewer studies focused on senior high school English teachers.While most researchers concentrated on the correlations among these three variables,few people analyzed the mediating effects of teacher self-efficacy between teacher burnout and achievement motivation.Therefore,the current thesis aims to focus on senior high school English teachers in the new situation,to study the correlations among their teacher burnout,teacher self-efficacy and achievement motivation,and attempts to analyze the mediating effects of teacher self-efficacy between other two variables,in an effort to give some references to the professional development and construction of senior high school English teachers.In this study,120 English teachers from senior high schools in Jinan were chosento be the subjects,studied with questionnaires and semi-structure interviews.The questionnaires involve Maslach Burnout Inventory for Teachers(MBIES),Teacher Self-Efficacy Scales(TES)and Achievement Motivation Scale(AMS),and the data was analyzed with SPSS.19.0(Statistical Package for Social Science).The current study is intended to find out: 1)The general situation of high school English teachers’ burnout,teacher self-efficacy and the achievement motivation in the current situation.2)Whether correlations exist among teacher burnout,teacher self-efficacy and achievement motivation of the high school English teachers;If yes,to what extent and in which dimension they influence each other? 3)The mediating effects of teacher self-efficacy between teacher burnout and achievement motivation.The major findings are presented as follows:1)The English teachers from senior high school today have mediate level of teacher burnout and teacher self-efficacy.And the level of the motive to achieve success is higher than the motive to avoid failure.2)The senior high school English teachers,teacher self-efficacy,achievement motivation and teacher burnout are closely correlated and both the teacher self-efficacy and achievement motivation can predict the teacher burnout to some extent.3)The teacher self-efficacy plays a partial mediating effects between the achievement motivation and teacher burnout.Based on the findings,suggestions on improving the level of teacher self-efficacy and achievement motivation are provided.At last,the limitations of the present study are pointed out and the suggestions for further study are put forward..