论文部分内容阅读
此研究是通过对86份有效问卷的描述性统计分析和一元方差分析,以及对三位被试的前后两次问卷调查与半结构式采访记录的分析,得出结论:1)中学英语教师职业倦怠总体情况并不严重;2)不同性别、不同教学年级以及不同学校的英语教师的职业倦怠症状没有显著差异性,但“50岁及以上”的被试与其他年龄阶段的教师倦怠状况有显著差异;3)性别、教学年级、学校等因素与职业倦怠不存在显著相关,但年龄和教龄与职业倦怠中的“个人成就感维度”具有显著相关;4)引起中学英语教师职业倦怠原因有外部原因(如学校不合理的评价体系、应试压力、管理学生压力等)和教师本身原因(如知识枯竭,缺乏自我调节能力等)。
Through the descriptive statistical analysis and the one-way ANOVA of 86 valid questionnaires, and the analysis of three questionnaires and semi-structured interview records of the three subjects, this study concludes that: 1) Job burnout of secondary school English teachers The overall situation is not serious; 2) There is no significant difference in the occupational burnout symptoms among English teachers of different sexes, different grades and different schools, but the burnout status of teachers aged 50 and over and teachers of other ages is Significant difference; 3) there is no significant correlation between gender, grade of education, school and other factors and job burnout, but there is significant correlation between age and age of teaching and “personal accomplishment dimension” in job burnout; 4) job burnout of middle school English teacher The reasons are external reasons (such as unreasonable evaluation system in schools, stress on exams, management of students ’pressure, etc.) and teachers’ own reasons (such as knowledge depletion, lack of self-regulation, etc.).