Research On The Effect Of Technical Pressure On Job Burnout Of Junior High School Teachers And Its Countermeasures

In recent years,information and communication technology are developing rapidly in our country,and education has continued to be mainstreamed.The development direction of educational informatization has developed from application ability to innovation ability,and educational informatization has entered the 2.0 stage.With the development of information and communication technology and continuous integration with education,teachers frequently use technology in teaching and handling work affairs,which in turn generates technical stress and brings new challenges to teachers.Previous studies believe that technological stress is the negative influence of attitudes,thoughts,and behaviors caused by frequent use of computers and modern communication equipment for a long time.Technical stress,as a new source of stress accompanying information and communication technology,is bound to cause a series of negative reactions in employees' work,and may also become a factor that affects job burnout.As a typical group of occupational burnout,teachers have their own occupational stress.Whether technical stress will become a new source of stress for teachers' occupational burnout is worthy of our study.This research investigates the status quo of junior middle school teachers' technical stress,explores the ways and mechanisms that technical stress affects junior middle school teachers' job burnout,and verifies the moderating role of organizational support from a management perspective.In this study,502 junior middle school teachers in a district of Tianjin were investigated by using the questionnaire of Technical Stress Scale compiled by Du Hua,Teacher Burnout Inventory compiled by Huang Sanji,The Organizational Support Questionnaire.The purpose of our study is to understand the current situation of technical stress of junior middle school teachers and its influence on the job burnout of junior middle school teachers.From the perspective of education management,we will explore the possibility of regulating the technical stress of junior middle school teachers through tools and emotional support,to reduce the impact of technical stress on job burnout.The results show that:(1)The technical stress of middle school teachers is higher than the average in the three dimensions of technical complexity,technical invasion,and technical load.(2)There is a difference in age in the technical stress of middle school teachers.The elder the teacher is,the more significant technical stress is.(3)It also shows the clear differences in five aspects: gender,years of teaching,record of formal schooling,whether a headteacher,or part-time administrative work.(4)Technical stress of middle school teachers is positively correlated with job burnout.The three dimensions of technical stress,namely technical load,technical invasion,and technical complexity,are highly positively correlated with emotional exhaustion,depersonalization,and low personal sense of accomplishment.(5)Organizational support plays a moderating role in the relationship between technical stress and job burnout.Research conclusion:(1)The technical stress and job burnout of middle school teachers are above the average level.(2)The technical stress of junior middle school teachers can significantly predict the level of job burnout.The greater the technical stress,the more serious the job burnout.(3)The organizational support can adjust the relationship between technical stress and job burnout of junior middle school teachers.