初中英语教师职业倦怠现状调查与对策研究毕业论文(终稿)(编辑修改稿)

初中英语教师职业倦怠现状调查与对策研究毕业论文(终稿)(编辑修改稿)内容摘要：

s that of included and including. Teachers are the highrisk group of this occupational disease. Till now, there is no fixed definition for teacher burnout, although all the researchers got a consensus that teacher burnout is a kind of extreme reaction that teachers could not smoothly deal with work stress, and have an exhaustion state of emotion, attitude and action under prolonged high pressure. Its classical symptom is low job satisfaction, loss of work enthusiasm and interest, the state of estrangement and apathy (曾玲娟，伍新春 , 20xx). Previous Studies at Home and Abroad Since the concept of burnout was put forward by American clinical psychologist 初中英语教师职业倦怠现状调查与对策研究 3 Freudenberger in 1974, greater attention has been given to the research on it. From the end of the 1970s, western researchers started to study on teachers39。 job burnout, especially focused on the factors which cause teachers’ burnout and achieved certain representative research findings. Leithwood (1999) emphasizes influence of the role of school leader on burnout which distinguishes his idea from others. The feature of Bryne39。 s (1992) study lies in influence of personality factor. He considers that the factor of personality could explain why teachers respond differently while facing the same pressures in the same work condition with the same education background and teaching experience. Teachers39。 burnout in China bees worse because of the paratively low degree of teachers39。 professionalization, obviously stenotic nature of labor value, great pressures derived from education reform and realistically psychological fall of social status. Consequently, not only does it affects teachers39。 physical and mental health, but also negatively influences students39。 development and goes against the sustainable development of education. III. Theoretical Framework The Maslach Burnout Model and Inventory According to this conceptualization (Maslach amp。 Jackson, 1986。 Maslach, 1982。 Maslach amp。 Leiter, 1997), burnout is viewed as a syndrome that consists of three dimensions: emotional exhaustion, depersonalization, and reduced personal acplishment. Emotional exhaustion refers to feelings of being depleted of one’s emotional resources. This dimension was regarded as the basic individual stress ponent of the syndrome (Maslach, Schaufeli, amp。 Leiter, 20xx). Depersonalization, referring to negative, cynical or excessively detached response to other people at work, represents the interpersonal ponent of burnout. Reduced personal acplishment, referring to feelings of decline in one’s petence and productivity and to one’s lowered sense of selfefficacy, represents the selfevaluation ponent of burnout (Maslach, 1998). The three dimensions were not deducted theoretically but resulted from labeling exploratory factoranalyzed items initially collected to reflect the range of experiences associated with the phenomenon of burnout (Maschlach, 1998。 Schaufeli amp。 Enzmann, 1998). Pines’ Burnout Model and Measure Pines and her colleagues defined burnout as the state of physical, emotional and mental exhaustion caused by long –term involvement in emotionally demanding situations (Pines amp。 初中英语教师职业倦怠现状调查与对策研究 4 Aronson, 1988). This view does not restrict the application of the term b urnout to the helping professions, as was initially the case with the first version of the MBI. A possible drawback is that this approach does not view burnout in a work context. Indeed, it was applied not only to employment relationships and anizational careers (Pines amp。 Aronson, 1988), but also to marital relationships (Pines, 1988) and to the aftermath of political conflicts (Pines, 1993). Fessler’s Teacher’s Career Cycle Theory Researches on teacher career development appeared recently, among whic h the most influential one is Fessler’s Teacher’s Career Cycle Theory, which was raises by Ralph Fessler, professor of Johns Hopkins University, and Judith C. Christensen, professor of National Louis University in 1992. According to Fessler’s Teacher’s Career Cycle Theory, teachers’ development could be divided into eight stages, which are named as the career stages of PreService, Induction, Competency Building, Enthusiastic and Growing, Career Frustration, Stable and Stagnant, Career WindDown, and Career Exit (金忠明，林炊利 , 20xx) From the above teacher career circle theory people think that teacher burnout usually arises in the three stages of Career Frustration, Stable and Stagnant and Career WindDown. But is it the same at present? Are there some new phenomena of teacher burnout? This is what the author focuses on in this paper. Friedman’s Diachronic Model Friedman recognizes teacher burnout from the aspect of teacher career (Friedman, 20xx). He thinks that teacher burnout is not a sudden issue, but a longterm gradual process. From he aspect of teacher career, before he/she begins his/her occupation, most of the teacher has high expectation for their future occupation, and very confident for themselves to finish the teaching tasks. But after begin the job, many find that it is very different between ideals and realities. A strong psychological gap appears, then burnout. Friedman divides the development of teacher career into three stages: Fall Period。 Fatigue and Exhaustion Period。 Adjustment Stage. IV. Methodology Research Purpose According to Maslach’s three dimensions job burnout model, which is accepted worldwide, secondary English teachers’ burnout could be divided into three dimensions of emotional 初中英语教师职业倦怠现状调查与对策研究 5 exhaustion, depersonalization and reduced personal acplishment. The present research aims to investigate the situation of secondary English teachers’ burnout phenomenon, to explore and discuss its level and the causes of their burnout. Through investigation and explorat。