Study On Job Burnout Of University Teachers From The Perspective Of Psychological Contract

Under the background of knowledge economy,the society has a more urgent demand for high-quality talents,which puts forward higher requirements for education work.As knowledge-based talents,university teachers play multiple roles as educators and researchers in their work.Facing multiple pressures from scientific research and life,they are easy to produce job burnout,which affects teachers’ physical and mental health and education work.Therefore,in addition to paying attention to the work of teachers,we should pay more attention to the psychological state of teachers,and how to alleviate teacher burnout is the key problem to be solved urgently.This study is based on the psychological contract,taking the teachers in Z school as an example,using literature research,questionnaire survey,empirical analysis and other research methods to obtain the psychological contract and job burnout of the current Z school teachers,and exploring the relevant relationship according to the structure of the psychological contract and job burnout.The social support variable was introduced to explore the regulating role of the variable,and to propose the countermeasures to alleviate the job burnout of college teachers.This paper has five parts:The first part briefly discusses the background and significance of the topic selection,summarizes the research conclusion of psychological contract and high teacher burnout,and clarifies the research direction;The second part defines the core concepts involved in job burnout and psychological contract,selects Maslow’s demand hierarchy theory and psychological contract theory as the theoretical basis of research,sorts out the representative research results of domestic and foreign scholars,and analyzes the relationship between different variables;The third part divides the psychological contract into three dimensions: transaction,development and relationship,and divides the job burnout into three dimensions: emotional failure,depersonalization and low achievement.Meanwhile,demographic variables and social support variables are introduced,a theoretical model is established,and a research hypothesis is proposed.Referring to the previous mature measurement scale,select the appropriate scale to measure each variable,test the reliability and validity of the questionnaire,ensure the stability of the questionnaire content,and lay a foundation for data analysis;The fourth part is divided into empirical analysis.on the basis of descriptive statistical analysis of sample data,explore the impact of demographic variables on teacher burnout,analyze and review the psychological contract and teacher burnout,and explore the regulatory effect of social support variables,and draw empirical analysis conclusions;The fifth part is the conclusions and suggestions.Through the study,the following conclusions are drawn: the job burnout of Z school teachers is in the middle level,and the depersonalization and low sense of achievement is high.There is no significant difference in the three dimensions of college teacher burnout in gender and marriage,and some significant differences in age,working years,academic background and professional title.There are some significant negative correlation between all dimensions of psychological contract and burnout in school Z.The regulatory effect of social support between psychological contract and burnout in Z.According to the empirical analysis conclusion,the intervention suggestions of university teachers ’job burnout are put forward,including establishing social support network,creating a harmonious working environment,strengthening leadership quality,paying attention to teachers’ psychological needs and establishing teachers’ correct understanding.This paper refines the study of psychological contract and burnout to each dimension,the research content is more specific,and verifies the regulatory role of social support,making the intervention countermeasures of teacher burnout more targeted.