A Correlation Study Of Self-concept,Teaching Efficacy And Burnout Among High School English Teachers

With the deepening and development of education,teachers as the very basis of education reform,are faced with unprecedented challenges and pressure.Nowadays,an increasing number of teachers suffer from burnout,and they become one of the high-risk groups of burnout.Burnout poses great threat to teachers' physical and mental health,the quality of teaching,as well as the stability of teaching staff.It has a negative impact on the development of teachers and students.In addition,the other two psychological mechanisms that influence the development of teachers: self-concept and teaching efficacy,are also very closely related to burnout.The above three psychosocial factors affect high school English teachers' teaching behavior,teaching activities and development.Therefore,this study aims at investigating the general situation of self-concept,teaching efficacy and burnout of 168 English teachers from six high schools in Guangxi,and exploring the correlations among self-concept,teaching efficacy and burnout of high school English teachers and offering suggestion for the professional development of high school English teachers.This study intends to investigate the following questions:(1)What is the general situation of high school English teachers' self-concept,teaching efficacy and burnout respectively?(2)What are the correlations among high school English teachers' self-concept,teaching efficacy and burnout?(3)How do high school English teachers' self-concept and teaching efficacy affect burnout? The results indicate that:(1)Both high school English teachers' self-concept and teaching efficacy are at a moderately low level.Most high school English teachers suffer burnout to some extent,and the general situation is not very serious.(2)Self-concept,teaching efficacy and burnout of high school English teachers are significantly correlated to each other.Self-concept is positively correlated to teaching efficacy;burnout is negatively correlated to teachers' self-concept and teaching efficacy;(3)Six dimensions can predict the degree of burnout.They are three dimensions of self-concept: acceptance of risk and initiatives,satisfaction with their job,self-acceptance and three dimensions of teaching efficacy: teaching management,classroom teaching,interpersonal relationship.Based on these findings,some useful suggestions are put forward for teachers,high schools and society in order to improve self-concept and teaching efficacy of high school English teachers,and reduce their burnout.For teachers: they should enhance their professional knowledge and competence,and improve cooperation and communicative competence as well as emotion management.As for schools and society: they are supposed to improve management mechanism and create a good teaching environment for teachers.They should increase education investment and offer more opportunities for teachers' professional development.However,the number of teachers participated in the present study is limited,so the results cannot represent the general situation of self-concept,teaching efficacy,and burnout of all high school English teachers in China.Besides,the research method limits to the way of questionnaire.The future study can expand the research subjects and combine various research methods such as qualitative research,so that the research result can be more representative.