Investigation And Research On The Occupational Stressors Of English Teachers In Urban Junior Middle Schools

A survey of teachers' living conditions in China in 2016 found that more than 80 percent of teachers were under stress at work.With the rapid development of globalization and China's further reform and opening up to the outside world,English,an international language,is becoming more and more important.Teachers,especially English teachers,are under growing stress.A study found that excessive psychological stress has a negative impact on teachers' work and their personal life.Therefore,the stress of English teachers needs to be explore.The purpose of this study is to explore the current situation of stress and group differences of junior middle school English teachers in Jining urban areas.Based on the theory of teachers' occupational stress,a questionnaire survey of 180 junior middle school English teachers in Jining urban areas was conducted,and six typical junior middle school English teachers were interviewed.The source of teachers' stress is divided into eight dimensions: student factor;examination factor;self-development factor;workloads factor;interpersonal relationship factor;status and treatment factor;social expectations and school management factors;characteristics of English subjects.Based on the analysis of 155 valid questionnaires by SPSS,it is found that the professional stress of junior middle school English teachers in Jining urban areas is in the middle level.The source of stress are different in different groups of teachers.In terms of gender,male teachers are more stressful on self-development,interpersonal relationship,status and treatment,social expectations and school management than female teachers.In terms of age,36 to 45 English teachers are significantly more stressful on interpersonal relationship than those under 25 and 26 to 35.36 to 45 English teachers are more stressful on the students than those who are 26 to 35 and older than 46.26 to35 English teachers are more stressful on self-development than those who are younger than 25 and more than 46.In terms of marital status,married teachers are more stressful on interpersonal relationship,status and treatment than unmarried teachers.Unmarried teachers are more stressful on examination than married teachers.In terms of academic qualifications,there are no significant differences between different English teachers.In terms of professional title,the second-degree English teachers are more stressful on students factor than those with senior title.The second-degree English teachers are more stressful on self-development than others.Senior English teachers are more stressful on interpersonal relationship than teachers without professional titles.English teachers without professional titles are more stressful on status and treatment than that of senior teachers.In terms of teaching age,the teachers with 11 to 15 teaching experiences are significantly more stressful on interpersonalrelationship than those with 1 to 5 and 6 to 10.In terms of classes,the English teachers who teach senior class are significantly more stressful on examinations,students,workloads,and interpersonal relationships than that of non-senior class teachers.In terms of position,the head teachers are significantly more stressful on the workloads than that of the non-head teachers.In addition,through questionnaires and interviews,it is found that the stress of male teachers is related to their family responsibilities,the stress of second-degree teachers are related to their limited development,and the stress of senior-class teachers are related to the senior high school entrance examination.The stress of junior middle school English teachers in this area,should be alleviated from three aspects: society,school and teachers themselves.For example,Guiding teachers to correctly perceive stress,reforming teachers' evaluation system,raising teachers salary,lighten workloads,reinforcing humanistic care for teachers,and offering more development opportunities for teachers.