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【Abstract】Burnout becomes a common phenomenon in all walks of life.Scholars have begun to focus on the burnout of primary and secondary school teachers，but little attention was given to teachers of secondary vocational schools.This thesis summarized the general status quo of teacher burnout，the major resources and further proposals to cope with teacher burnout.
【Key words】secondary vocational school； teachers； job burnout
Secondary vocational education is an important part of vocational education in our country which is responsible for the important task of training primary skilled personnel.Of course teachers play the most important part in secondary vocational education.However，many teachers are facing problem of burnout.Therefore，exploring how to deal with teachers’ burnout in secondary vocational schools （hereinafter referred to as SVS） should be at the top of the agenda.
1.The Influences of Teacher’S Burn-out in Secondary Vocational Schools.
The study of burnout influence is very popular at home and abroad.According to the relevant study，burnout influences on teacher can generally be seen as follows.Firstly，influences on individual.Burnout has brought the physiological and psychological disorders to teachers themselves.Secondly，influences on teaching.Teacher burnout may lead to the lack of patience for students，the lack of efficiency of work and even cause poor quality of teaching.Thirdly，influences on society.For example，the loss of these teachers with highly educated will result in imbalance of teachers’ structure，which causes the degradation of the whole education system functions.
2.The Causes of Teacher’S Burn-out in Secondary Vocational Schools.
2.1 Society Factors
First，the status of SVS teachers is low.Many people in our society have misunderstanding of vocational education.They always consider teachers who teach in these schools are not so good as those in the Middle School，let alone Universities.Second，the income of SVS teachers is low，too.In recent years，teachers’ salary are enhanced，but this rule is only implementing for teachers in primary and secondary schools，not in SVS.Furthermore，the rising of prices throughout the country is obvious in recent years，and the teachers’ wages are stagnant.
2.2 School Factors
The school factor is considered as a very important factor leading to teachers’ burnout.School factors are as follow：（1） Over workloads.According to the related investigation，each teacher in SVS has more than 20 class hours a week.Many of them have to teach subjects which are not relevant to their majors.In addition，they have to complete the school’s enrollment quota.（2） Rare chances for continuing education.According to the survey，almost every teachers in university have chance to study abroad.However，rare further study opportunity is for those teachers of SVS at home，let alone study abroad.（3） Conditions for school development.As we all know，many SVS are facing severe enrolment pressure and existential crisis nowadays，as a result，the planned enrollment tasks are assigned to every teacher regarding as his/her regular job.If the tasks can not be fulfilled，the teachers will be punished. 2.3 Students’ Factors
As we all know，the quality of students in SVS has fallen off sharply in resent years，many students are in general academically poor，and they have low interests in learning.Although teachers spend a lot of time in lesson preparation，they can draw a few students’ attention in class，which inevitably leads to teacher burnout.They usually do things unrelated to learning instead，such as sleeping，reading extra-curriculum books and so on.
2.4 Teachers’ Factors
Among the factors，one’s internal factor is the most critical.Therefore，the factors of teachers themselves can not be neglected.In the survey，teachers in SVS would work every day from dawn to dusk，but hardly see all their students’great improvement，and as a result，teachers’ self-realization can not be met.They gradually suffer from job burnout.
Schwab （1982） and Byrne （1992） consider that the remarkable factors that influencing teacher burnout is the roles conflict and role ambiguity.The teachers in SVS play multiple roles in daily work，such as teachers，administrators，admissions professionals，and so on.Role ambiguity has been described by Kahn，Wolfe，Quinn，Snoek，and Rosenthal （1964） as the single or multiple roles that confront the role incumben.Facing various problems in secondary vocational education confuse those teachers and role ambiguity gradually makes teachers feel incompetent and burnout.
3.Recommendations Proposed
According to the existed problem and the realistic condition，some relevant suggestions are proposed，which are taken as the methods for dealing with the problems.
3.1 Establish Social Support System
First，attach great importance to secondary vocational education and skilled talents.China’s economic development needs a large number of high-tech talents who mainly graduated from SVS.We should constitute a variety of rules and regulations supporting vocational education.People should change the one-sided view of vocational education，cooperate and strive to create a favorable environment for healthy development.
Second，improve the status of teachers in SVS.Low occupational prestige of teachers is one main reason of burnout.Therefore，we should improve the social status of English teachers by means of law protect，policy slope，etc.Let them share the same respect with teachers in college，so they can strongly feel the honor and pride of occupation，have psychological sense of accomplishment.
Lastly，improve the economic income of teachers in SVS.Many teachers in the interview confessed that low income is one of the main influencing factors leading to their burnout.So improving the economic situation of SVS teachers should be put on the agenda. 3.2 Improve School Management System
First of all，schools should make every effort to lighten the workload of teacher in order to relieve burnout，concrete measures include the following：（1） Equip with more sufficient teachers and reduce teacher’s workload； （2） Reduce the formalistic assessment and lighten the burden which is unrelated to teaching task，such as enrollment tasks.（3） Encourage teachers to participate in the teaching reform，improve teaching methods and raise working efficiency.
Second，Each SVS should build up a reasonable and diversified assessment system which combines formative evaluation and summative evaluation.At the same time，schools should implement an open democratic management to give teachers more professional autonomy and greater freedom.Thus teachers’ enthusiasm and potential can be stimulated，teachers’ job satisfaction degree can be improved，and job burnout can be reduced in this way.
Third，schools should provide more chances of professional development for teachers.Learning opportunities can be classified into three ways.First，provide pre-job training to new teachers.Then，provide teachers more chances for further study and research in universities.Lastly，try to offer teachers the training opportunities in relevant enterprises.
3.3 Pay more Attention to Students’ Learning Activity and Mental Health
The author recommends the following strategies in order to improve student learning initiative and ease teachers’ burnout.
First，create an atmosphere for students’ learning.Albert Einstein once said：“Interest is the best teacher.” Only stimulating students’ interest in learning can we arouse their enthusiasm.So，teachers should try their best to stimulate their motivation by applying different teaching methods in accordance with the characteristics of SVS students.
Second，offer psychological consultation.Since all the students of SVS are mostly the weak middle-school graduates，they are not valued and hit hard because of their poor learning.Offering psychological counseling classes for students can get through to the students，help them solve their various problems，establish confidence and develop interest in learning.
Third，help students to design their career according to the employment situation.The majority of SVS students are at a loss for their future development.In order to slow down the psychological pressure of employment，School can offer career planning courses and specific lecture of employment policies，enable students to design their career rationally. 3.4 Enhance Teachers’ Self Adjust-ability
To solve the burnout problem needs not only the objective control，but also the subjective perception and adjustment.First，teachers should understand burnout correctly and recognize burnout is not terrible.Second，establish the correct beliefs and career aspirations.As a SVS teacher，only when he loves his work，can he maintain peace and calm in order to stay away from burnout.Third，take more physical exercise and form a healthy lifestyle.
4.Conclusion
This paper aims to understand the phenomenon of teachers’burnout in Secondary Vocational School，tries to find out the reasons behind that，and then discusses how to deal with the burnout problems.Due to the lack of research time and experience，there are certain inevitable limitations in the present thesis.The present author attempts to conclude the influencing factors affecting SVS English teachers’ burnout，but these factors can be further expanded and deepened.
References：
[1]Byrne，R.W.
【Key words】secondary vocational school； teachers； job burnout
Secondary vocational education is an important part of vocational education in our country which is responsible for the important task of training primary skilled personnel.Of course teachers play the most important part in secondary vocational education.However，many teachers are facing problem of burnout.Therefore，exploring how to deal with teachers’ burnout in secondary vocational schools （hereinafter referred to as SVS） should be at the top of the agenda.
1.The Influences of Teacher’S Burn-out in Secondary Vocational Schools.
The study of burnout influence is very popular at home and abroad.According to the relevant study，burnout influences on teacher can generally be seen as follows.Firstly，influences on individual.Burnout has brought the physiological and psychological disorders to teachers themselves.Secondly，influences on teaching.Teacher burnout may lead to the lack of patience for students，the lack of efficiency of work and even cause poor quality of teaching.Thirdly，influences on society.For example，the loss of these teachers with highly educated will result in imbalance of teachers’ structure，which causes the degradation of the whole education system functions.
2.The Causes of Teacher’S Burn-out in Secondary Vocational Schools.
2.1 Society Factors
First，the status of SVS teachers is low.Many people in our society have misunderstanding of vocational education.They always consider teachers who teach in these schools are not so good as those in the Middle School，let alone Universities.Second，the income of SVS teachers is low，too.In recent years，teachers’ salary are enhanced，but this rule is only implementing for teachers in primary and secondary schools，not in SVS.Furthermore，the rising of prices throughout the country is obvious in recent years，and the teachers’ wages are stagnant.
2.2 School Factors
The school factor is considered as a very important factor leading to teachers’ burnout.School factors are as follow：（1） Over workloads.According to the related investigation，each teacher in SVS has more than 20 class hours a week.Many of them have to teach subjects which are not relevant to their majors.In addition，they have to complete the school’s enrollment quota.（2） Rare chances for continuing education.According to the survey，almost every teachers in university have chance to study abroad.However，rare further study opportunity is for those teachers of SVS at home，let alone study abroad.（3） Conditions for school development.As we all know，many SVS are facing severe enrolment pressure and existential crisis nowadays，as a result，the planned enrollment tasks are assigned to every teacher regarding as his/her regular job.If the tasks can not be fulfilled，the teachers will be punished. 2.3 Students’ Factors
As we all know，the quality of students in SVS has fallen off sharply in resent years，many students are in general academically poor，and they have low interests in learning.Although teachers spend a lot of time in lesson preparation，they can draw a few students’ attention in class，which inevitably leads to teacher burnout.They usually do things unrelated to learning instead，such as sleeping，reading extra-curriculum books and so on.
2.4 Teachers’ Factors
Among the factors，one’s internal factor is the most critical.Therefore，the factors of teachers themselves can not be neglected.In the survey，teachers in SVS would work every day from dawn to dusk，but hardly see all their students’great improvement，and as a result，teachers’ self-realization can not be met.They gradually suffer from job burnout.
Schwab （1982） and Byrne （1992） consider that the remarkable factors that influencing teacher burnout is the roles conflict and role ambiguity.The teachers in SVS play multiple roles in daily work，such as teachers，administrators，admissions professionals，and so on.Role ambiguity has been described by Kahn，Wolfe，Quinn，Snoek，and Rosenthal （1964） as the single or multiple roles that confront the role incumben.Facing various problems in secondary vocational education confuse those teachers and role ambiguity gradually makes teachers feel incompetent and burnout.
3.Recommendations Proposed
According to the existed problem and the realistic condition，some relevant suggestions are proposed，which are taken as the methods for dealing with the problems.
3.1 Establish Social Support System
First，attach great importance to secondary vocational education and skilled talents.China’s economic development needs a large number of high-tech talents who mainly graduated from SVS.We should constitute a variety of rules and regulations supporting vocational education.People should change the one-sided view of vocational education，cooperate and strive to create a favorable environment for healthy development.
Second，improve the status of teachers in SVS.Low occupational prestige of teachers is one main reason of burnout.Therefore，we should improve the social status of English teachers by means of law protect，policy slope，etc.Let them share the same respect with teachers in college，so they can strongly feel the honor and pride of occupation，have psychological sense of accomplishment.
Lastly，improve the economic income of teachers in SVS.Many teachers in the interview confessed that low income is one of the main influencing factors leading to their burnout.So improving the economic situation of SVS teachers should be put on the agenda. 3.2 Improve School Management System
First of all，schools should make every effort to lighten the workload of teacher in order to relieve burnout，concrete measures include the following：（1） Equip with more sufficient teachers and reduce teacher’s workload； （2） Reduce the formalistic assessment and lighten the burden which is unrelated to teaching task，such as enrollment tasks.（3） Encourage teachers to participate in the teaching reform，improve teaching methods and raise working efficiency.
Second，Each SVS should build up a reasonable and diversified assessment system which combines formative evaluation and summative evaluation.At the same time，schools should implement an open democratic management to give teachers more professional autonomy and greater freedom.Thus teachers’ enthusiasm and potential can be stimulated，teachers’ job satisfaction degree can be improved，and job burnout can be reduced in this way.
Third，schools should provide more chances of professional development for teachers.Learning opportunities can be classified into three ways.First，provide pre-job training to new teachers.Then，provide teachers more chances for further study and research in universities.Lastly，try to offer teachers the training opportunities in relevant enterprises.
3.3 Pay more Attention to Students’ Learning Activity and Mental Health
The author recommends the following strategies in order to improve student learning initiative and ease teachers’ burnout.
First，create an atmosphere for students’ learning.Albert Einstein once said：“Interest is the best teacher.” Only stimulating students’ interest in learning can we arouse their enthusiasm.So，teachers should try their best to stimulate their motivation by applying different teaching methods in accordance with the characteristics of SVS students.
Second，offer psychological consultation.Since all the students of SVS are mostly the weak middle-school graduates，they are not valued and hit hard because of their poor learning.Offering psychological counseling classes for students can get through to the students，help them solve their various problems，establish confidence and develop interest in learning.
Third，help students to design their career according to the employment situation.The majority of SVS students are at a loss for their future development.In order to slow down the psychological pressure of employment，School can offer career planning courses and specific lecture of employment policies，enable students to design their career rationally. 3.4 Enhance Teachers’ Self Adjust-ability
To solve the burnout problem needs not only the objective control，but also the subjective perception and adjustment.First，teachers should understand burnout correctly and recognize burnout is not terrible.Second，establish the correct beliefs and career aspirations.As a SVS teacher，only when he loves his work，can he maintain peace and calm in order to stay away from burnout.Third，take more physical exercise and form a healthy lifestyle.
4.Conclusion
This paper aims to understand the phenomenon of teachers’burnout in Secondary Vocational School，tries to find out the reasons behind that，and then discusses how to deal with the burnout problems.Due to the lack of research time and experience，there are certain inevitable limitations in the present thesis.The present author attempts to conclude the influencing factors affecting SVS English teachers’ burnout，but these factors can be further expanded and deepened.
References：
[1]Byrne，R.W.