专业发展视角下重庆市小学英语教师职业倦怠问题研究

发布时间：2019-02-13 20:55

【摘要】：我国大教育家孔子曾提出教师应该具备两大优秀品质——“学而不厌”、“诲人不倦”。然而,随着时代的变迁,在众多因素的影响下,这两大品质在很多教师身上严重缺失,教师职业倦怠正严重侵蚀着“灵魂工程师的灵魂”。职业倦怠制约着教师专业发展,教师专业发展一旦受阻也会增强职业倦怠感,这两者是相互影响,辩证统一的关系。在职业倦怠期的教师会觉得疲惫感渐渐增强、成就感满满减弱,开始变得没有工作激情。怎样才能驱除那些负面情绪?怎样才能重拾信心?怎样才能让工作变得有意义?在这一时期,教师会遇到越来越多需要解决的问题。目前,我国关于教师职业倦怠的研究很多,但专门针对小学英语教师职业倦怠的却非常少。本研究通过结合教师专业发展阶段理论和马斯洛需要层次理论对重庆市小学英语教师职业倦怠问题进行研究,以重庆市小学英语教师为研究对象,采用文献法、问卷调查法和访谈法,以重庆市123位小学英语教师为研究样本进行问卷调查,另外和6位来自不同区、县、乡、学校的教师进行电话访谈和深入的面对面访谈。最后结合调查结果,时代背景和地域特征,寻找导致职业倦怠产生的原因,论文通过调查重庆市小学英语教师职业倦怠的现状,探讨影响重庆市小学英语教师职业倦怠因素以及内在的关系,同时结合地区实际情况,探讨干预对策,以达到提高小学英语教师专业水平,降低职业倦怠的目的。职业倦怠量表调查收集的数据采用SPSS20.0进行处理。通过问卷调查表采取分类统计,研究结果表明:1.重庆市小学英语教师职业倦怠程度为中等偏重水平。在职业倦怠量表的三个维度上表现出低成就感和情绪衰竭情况较严重。2.教龄、年龄、教学状况(上升、瓶颈、下降)对重庆市小学英语教师职业倦怠有较大影响,性别、学历无显著影响。3.重庆市城乡小学英语教师产生的职业倦怠感原因不同。一个是过度刺激,一个是有限刺激。教学任务量和社会期望值对小学英语教师职业倦怠有较大影响。4.专业发展环境、条件有限,社会、组织对重庆市小学英语教师专业发展的支持不够,发展目标难以实现对小学英语教师的职业倦怠有很大的影响。为了有效解决职业倦怠,应从内外两大方面入手解决问题:1.修身养性,确定自我实现目标;提升教师自主专业发展意识2.以城带乡,公私互助;完善学校管理体制;加快教师人事制度改革;开展高效进修教研活动。
[Abstract]:Confucius, the great educator of our country, once proposed that teachers should possess two outstanding qualities: "never tired of learning" and "teaching without weariness". However, with the change of times and under the influence of many factors, these two qualities are seriously missing in many teachers, and the teacher's job burnout is seriously eroding the soul of "soul engineer". Job burnout restricts the professional development of teachers. Once the professional development of teachers is blocked, it will enhance the sense of job burnout, which is a dialectical and unified relationship. Teachers in burnout periods feel tired, feel less fulfilled, and become less passionate about their work. How do you get rid of those negative emotions? How can you regain confidence? How do you make your job meaningful? In this period, teachers will encounter more and more problems that need to be solved. At present, there are a lot of researches on teachers' job burnout in China, but very few are focused on primary school English teachers' job burnout. Based on the theory of teachers' professional development stage and Maslow's theory of hierarchy of needs, this study studies the problem of job burnout of primary school English teachers in Chongqing. Questionnaires and interviews were conducted among 123 primary school English teachers in Chongqing. In addition, 6 teachers from different districts, counties, villages and schools were interviewed by telephone and face-to-face interviews. Finally, combined with the survey results, the background of the times and regional characteristics, to find out the causes of job burnout, this paper investigates the present situation of job burnout of primary school English teachers in Chongqing. This paper probes into the factors affecting the job burnout of primary school English teachers in Chongqing and their internal relations. At the same time, combined with the actual situation in the region, the intervention countermeasures are discussed in order to improve the professional level of primary school English teachers and reduce the job burnout. The data collected from the job burnout scale were processed by SPSS20.0. The results show that: 1. The degree of job burnout of primary school English teachers in Chongqing is moderate. In the three dimensions of job burnout scale, low sense of achievement and emotional exhaustion were more serious. 2. Teaching age, teaching age and teaching status (rising, bottleneck, declining) have great influence on the job burnout of primary school English teachers in Chongqing, but gender and academic qualifications have no significant influence on job burnout of primary school English teachers in Chongqing. 3. 3. The causes of job burnout of English teachers in urban and rural primary schools in Chongqing are different. One is overstimulation, the other is limited stimulation. The quantity of teaching task and social expectation have great influence on the job burnout of English teachers in primary school. 4. The professional development environment, the limited conditions, the society, the organization's insufficient support for the professional development of primary school English teachers in Chongqing, and the difficulty in realizing the development goal have a great influence on the job burnout of the primary school English teachers. In order to solve job burnout effectively, we should solve the problem from internal and external two aspects: 1. Self-cultivation and self-realization goal should be determined and teachers' awareness of independent professional development should be enhanced 2. 5%. Take cities and villages, public and private mutual aid; perfect school management system; speed up the reform of teacher personnel system; carry out efficient continuing education and research activities.
【学位授予单位】：四川外国语大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31

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