四川省高职院校英语教师职业倦怠研究
发布时间：2018-11-27 17:30
【摘要】：职业倦怠是由工作引发的心理枯竭现象,是个体在工作压力下所体验到的身心俱疲、能量被耗尽的感觉,是一种源自心理的疲乏。然而,随着时间的推移,会对个体身心的健康发展带来很大的阻碍。随着当今社会的飞速发展,教师行业承受着来源于自身及外界各方面的种种压力,已成为职业倦怠的高发群。 本研究采用国际公认的教师职业倦怠问卷(MBI-ES),对四川省九所高职院校的107名英语教师的职业倦怠与人口统计变量因素之间的关系进行分析,研究结果发现,四川省高职院校的英语教师存在着一定程度的职业倦怠。 具体表现为： (1)不同年龄阶段的英语教师在去人性化方面差异非常显著,40岁以上的教师职业倦怠最为严重。 (2)离异英语教师的情绪枯竭、去人性化和低成就感均高于已婚和单身教师,更易产生职业倦怠现象。 (3)不同职称的英语教师在去人性化方面差异非常显著,教授去人性化方面最为严重,同时,教授的情感枯竭也是最严重的,这说明教授更易产生职业倦怠。 (4)英语教师是否兼任行政职务在去人性化方面差异非常显著,没有兼任行政职务的英语教师的去人性化程度明显高于兼任行政职务的教师,因而前者比后者更易产生职业倦怠。 (5)学校的办学性质在去人性化和低成就感方面差异非常显著,民办高职院校的英语教师的去人性化程度明显高于公办高职院校的英语教师,在成就感方面,前者也明显低于后者。 (6)月收入在去人性化和低成就感方面差异非常显著。月收入在2500以下的英语教师在去人性化方面最为严重,而其成就感也最低。 (7)周学时在低成就感方面的差异非常显著。周学时在7-12节的英语教师的成就感最低。 (8)性别、教龄和学历在三个维度方面均无显著差异。 根据研究结果,本文结合四川省高职院校发展的客观现实,对高职院校英语教师的职业倦怠现象产生原因进行了深入分析,并从社会、组织及教师个人三个层面提出了预防和缓解高职院校英语教师职业倦怠的对策。 本研究的目的在于引起社会各界对高职院校英语教师存在的职业倦怠问题的重视,找出该现象存在的原因及相应的预防和缓解对策,从而有利于促进高职院校英语教师的身心健康和提高高职英语的教学水平,对我省高职教育的国际化发展有一定的现实意义。
[Abstract]:Job burnout is a phenomenon of mental exhaustion induced by work, which is a feeling of exhaustion of body and mind and exhaustion of energy, which is experienced by individuals under the pressure of work, and it is a kind of fatigue from psychology. However, with the passage of time, the healthy development of the individual body and mind will bring great obstacles. With the rapid development of today's society, the teachers' profession has been subjected to various pressures from itself and the outside world, and has become a high incidence of job burnout. The present study uses the internationally recognized teacher burnout questionnaire (MBI-ES) to analyze the relationship between burnout and demographic variables of 107 English teachers in nine vocational colleges in Sichuan Province. There is a certain degree of job burnout among English teachers in higher vocational colleges in Sichuan province. The main results are as follows: (1) there are significant differences in dehumanization among English teachers at different ages, and the most serious is the burnout of teachers over 40 years of age. (2) the emotional exhaustion, dehumanization and low sense of achievement of divorced English teachers are higher than those of married and single teachers. (3) there are significant differences in dehumanization among English teachers with different professional titles. The dehumanization of professors is the most serious, and the emotional exhaustion of professors is also the most serious, which indicates that professors are more likely to produce job burnout. (4) the degree of dehumanization of English teachers who do not concurrently serve in administrative posts is obviously higher than that of teachers in administrative posts. Therefore, the former is more likely to produce job burnout than the latter. (5) the nature of running a school is very significant in dehumanizing and low sense of achievement. The degree of dehumanization of English teachers in private vocational colleges is obviously higher than that of English teachers in public vocational colleges. The former is also significantly lower than the latter. (6) the difference of monthly income in dehumanization and low achievement is very significant. English teachers earning less than 2500 a month are the most dehumanized and have the lowest sense of achievement. (7) there are significant differences in low sense of achievement in Zhou school hours. English teachers with weekly school hours at 7-12 have the lowest sense of achievement. (8) there were no significant differences in gender, teaching age and academic qualifications in the three dimensions. Based on the research results, this paper analyzes the causes of English teachers' job burnout in higher vocational colleges and universities in Sichuan Province, and analyzes the causes of the phenomenon from the perspective of society. The author puts forward some countermeasures to prevent and alleviate the job burnout of English teachers in higher vocational colleges. The purpose of this study is to arouse the attention of all walks of life to the problem of job burnout of English teachers in higher vocational colleges, and to find out the causes of this phenomenon and the corresponding preventive and mitigation measures. Therefore, it is beneficial to promote the physical and mental health of English teachers in higher vocational colleges and improve the teaching level of English in higher vocational colleges, and has certain practical significance for the internationalization development of higher vocational education in our province.
【学位授予单位】：西南财经大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G715.1;H319
本文编号：2361551
[Abstract]:Job burnout is a phenomenon of mental exhaustion induced by work, which is a feeling of exhaustion of body and mind and exhaustion of energy, which is experienced by individuals under the pressure of work, and it is a kind of fatigue from psychology. However, with the passage of time, the healthy development of the individual body and mind will bring great obstacles. With the rapid development of today's society, the teachers' profession has been subjected to various pressures from itself and the outside world, and has become a high incidence of job burnout. The present study uses the internationally recognized teacher burnout questionnaire (MBI-ES) to analyze the relationship between burnout and demographic variables of 107 English teachers in nine vocational colleges in Sichuan Province. There is a certain degree of job burnout among English teachers in higher vocational colleges in Sichuan province. The main results are as follows: (1) there are significant differences in dehumanization among English teachers at different ages, and the most serious is the burnout of teachers over 40 years of age. (2) the emotional exhaustion, dehumanization and low sense of achievement of divorced English teachers are higher than those of married and single teachers. (3) there are significant differences in dehumanization among English teachers with different professional titles. The dehumanization of professors is the most serious, and the emotional exhaustion of professors is also the most serious, which indicates that professors are more likely to produce job burnout. (4) the degree of dehumanization of English teachers who do not concurrently serve in administrative posts is obviously higher than that of teachers in administrative posts. Therefore, the former is more likely to produce job burnout than the latter. (5) the nature of running a school is very significant in dehumanizing and low sense of achievement. The degree of dehumanization of English teachers in private vocational colleges is obviously higher than that of English teachers in public vocational colleges. The former is also significantly lower than the latter. (6) the difference of monthly income in dehumanization and low achievement is very significant. English teachers earning less than 2500 a month are the most dehumanized and have the lowest sense of achievement. (7) there are significant differences in low sense of achievement in Zhou school hours. English teachers with weekly school hours at 7-12 have the lowest sense of achievement. (8) there were no significant differences in gender, teaching age and academic qualifications in the three dimensions. Based on the research results, this paper analyzes the causes of English teachers' job burnout in higher vocational colleges and universities in Sichuan Province, and analyzes the causes of the phenomenon from the perspective of society. The author puts forward some countermeasures to prevent and alleviate the job burnout of English teachers in higher vocational colleges. The purpose of this study is to arouse the attention of all walks of life to the problem of job burnout of English teachers in higher vocational colleges, and to find out the causes of this phenomenon and the corresponding preventive and mitigation measures. Therefore, it is beneficial to promote the physical and mental health of English teachers in higher vocational colleges and improve the teaching level of English in higher vocational colleges, and has certain practical significance for the internationalization development of higher vocational education in our province.
【学位授予单位】：西南财经大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G715.1;H319
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