| Judging by the researches concerning teachers' self-efficacy,burnout and job stress in China,the focus is mainly on teachers in the developed regions,with little attention given to teachers in the less developed rural areas.Therefore,the present study attempts to probe into the rural junior school English teachers'(RJSETs)self-efficacy,burnout and job stress,with the hope that it provides insights into improving the rural junior school English teachers' professional development.Based on Theory of Humanism,by means of quantitative and qualitative methods,and with99 English teachers from 10 junior schools in Qinzhou as the subjects,the current research aims to explore the following questions:(1)What is the general picture of RJSETs' job stress,burnout and self-efficacy?(2)Does there exist significant difference of RJSETs' job stress,burnout and self-efficacy in terms of gender,teaching years,professional title and academic background?(3)How are RJSETs' job stress,burnout and self-efficacy related? And(4)What are the possible causes of RJSETs' job stress and burnout?Results are as follows:(1)RJSETs are generally at a high level of job stress,while their job burnout and self-efficacy are at a moderate level.(2)There is no significant difference in RJSETs' job stress,job burnout and self-efficacy in terms of gender,teaching age,professional title or academic qualifications.(3)RJSETs' job stress and self-efficacy are not significantly related,but there is a significant negative correlation between RJSETs' burnout and self-efficacy.And(4)The causes of RJSETs' job stress and job burnout are: work environment,salary,students' weariness,students' achievement and requirements of further study,family needs and so on.Finally,some practical suggestions for improving RJSETs' self-efficacy and diminishing RJSETs' job stress and burnout are offered from the perspective of educational institute,school authorities,and English teachers. |
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