Research On The Investigation Analysis And Mitigation Measures Of Teachers’ Job Burnout In Rural Secondary Vocational Schools

Vocational education is a basic project for cultivating high-quality technical personnel,skilled craftsmen,and craftsmen of a great country,and an important support for promoting economic and social development and improving national competitiveness.In the context of promoting rural revitalization and accelerating agricultural and rural modernization,improving the quality of education in rural secondary vocational schools is an urgent need for national development.However,at present,teachers in rural secondary vocational schools have a large workload and a low sense of achievement.As a result,rural secondary vocational teachers generally feel a lack of professional value,and there is a situation of job burnout,which affects the quality of education and teaching.Therefore,it is urgent to help rural secondary vocational teachers alleviate job burnout.This study uses the "Teacher Burnout Scale for Secondary Vocational Schools" compiled by Wu Zhen and Zhao Zizhen,and conducts a questionnaire survey on a total of304 teachers in three rural secondary vocational schools in Shantou City to explore the correlation between the gender,age,marriage and childbearing status of teachers in rural secondary vocational schools and teachers’ job burnout;The interview outline was compiled,and 5 representative teachers were selected to conduct individual in-depth interviews to understand the factors affecting the job burnout of rural secondary vocational teachers,and put forward countermeasures and suggestions on this basis.Through statistical analysis of the data of the questionnaire survey,and the summary of the in-depth interviews with teachers,it is found that the teachers of rural secondary vocational schools in Shantou City have emotional exhaustion in the three dimensions of physical and mental exhaustion,depersonalization,and lack of sense of achievement,overall burnout was moderate.According to the statistical data of the questionnaire and the content of the interview,the reasons for the job burnout of teachers in rural secondary vocational schools are further analyzed,mainly including the following aspects:First,the local government has limited investment in rural secondary vocational education,the public lacks recognition of rural secondary vocational teachers,and rural families have a shallow understanding of secondary vocational education;Second,the work of rural secondary vocational schools is complicated and intensive,the management system is rigid,and the mechanism of teacher evaluation,employment and promotion lags behind;thirdly,the career planning of rural secondary vocational teachers is ambiguous,the multiple roles of female teachers are difficult to balance,and the mental health of teachers is easily neglected.According to the statistical data of the questionnaire and the content of the interview,the following countermeasures and suggestions are put forward in view of the reasons for the job burnout of rural secondary vocational teachers:First,it is necessary to increase the investment in infrastructure construction of rural secondary vocational schools and the welfare benefits of secondary vocational teachers,to establish a positive model to improve the social identity of rural secondary vocational teachers,and to change the educational concept to increase the importance attached to secondary vocational education by rural families;Second,we should innovate forms to reduce the working pressure of rural secondary vocational school teachers,improve the system to highlight the humanized management of rural secondary vocational schools,and improve the mechanism to help the professional growth of rural secondary vocational school teachers;Third,we should unswervingly do a good job in the career planning of rural secondary vocational school teachers,combine work and rest to alleviate the role contradiction of rural secondary vocational school teachers,and through a two-pronged approach to maintain the mental health of rural secondary vocational school teachers.