Research On The Job Burnout Of Rural Primary School Teachers

Rural revitalization depends on education,and the key to educational revitalization lies in teacher development.In recent years,the state has paid more and more attention to the construction of rural teachers,and related policies have been introduced one after another.The living conditions of rural teachers have been significantly improved,the teaching environment has been greatly improved,and the quality of education has developed rapidly,but the imbalance of urban and rural education is still prominent.Rural teachers' job satisfaction is not high,and their sense of professional identity needs to be strengthened.Rural teachers of different age groups There are varying degrees of job burnout.In order to understand the current situation and causes of the job burnout of rural primary school teachers,based on the career development theory,research is carried out from the working and living conditions of teachers to explore the problem of job burnout of rural primary school teachers.In the research process,300 rural elementary school teachers from more than a dozen schools in counties p,H,and D in northern Jiangxi Province were selected as the research objects,combined with quantitative and qualitative research methods,to assess their work and life quality and teacher burnout Investigation into the status quo.(1)The survey results show that: overall,the number of teachers showing general and severe job burnout accounted for 29.5% of the total number.Although the proportion is not high,it still has research value.In terms of gender,there is no significant difference in teacher burnout;in terms of age,teacher burnout in the two age groups below 25 and 25 to 35 is more obvious than in other age groups;in terms of teaching age,the ratio of teacher burnout between0-10 years of teaching age Other teaching ages are obvious;in terms of academic qualifications,teachers with a bachelor's degree or above are more likely to experience job burnout;in terms of professional titles,teachers with third-level and second-level titles in elementary schools are more likely to get teacher burnout.(2)The analysis results show that the quality of teachers' work and life has a direct impact on teacher burnout.The heavy teaching tasks faced by rural primary school teachers and the excessive assessment and evaluation are the primary reasons for job burnout;teacher burden and teacher status are the main reasons for teacher burnout.The fundamental reason: self-planning is too random,organizational management is limited,and media propaganda is one-sided,which is an important cause of teacher burnout.(3)Based on the theory of career development,put forward countermeasures and suggestions: First,join forces to increase economic investment,promote the exchange of urban and rural teachers in a fair and open manner,increase social media publicity,and create a social atmosphere of respecting teachers and improving the professional status of rural primary school teachers;Secondly,focus on reducing the burden of returning to teaching,boosting self-improvement,and simplifying assessments to reduce the burden on rural elementary school teachers;finally,make a good career development plan,teacher development system construction,and give rural elementary school teachers humanistic care in many aspects.The research on teacher burnout can use the theory of ternary interaction theory,and can carry out analysis and research around the interactive influence of self-cognition,social environment,and burnout behavior.Focusing on individual cognitive bias,healthy occupational environment,and teacher burnout behaviors,this article explores the interactive effects of individual cognition,occupational environment,and burnout behaviors on rural primary school teachers' occupational burnout,and puts forward targeted and effective suggestions.