积极心理学视角下高校英语专业教师职业倦怠研究:现状与对策

A survey on job burnout of university English teachers for English majors from the perspective of Positive Psychology: The current situation and countermeasures

本研究采用定量与定性相结合的方法,从积极心理学视角探讨高校英语专业教师职业倦怠的现状、个体影响因素和对策。问卷结果表明:高校英语专业教师职业倦怠总体水平不是很高;神经质人格特征正向预测教师职业倦怠的情绪衰竭和去人格化维度;顺同性反向预测情绪衰竭和与去人格化;外向性、开放性与低个人成就感维度负相关。访谈显示,教师从情感层面、人格层面和认知层面采取策略缓解职业倦怠。研究对于利用积极心理学缓解高校英语专业教师职业倦怠具有重要启示。

The present study used a mixed-method approach to examine the current situation of job burnout of English teachers for English majors in universities, and explored its sources and countermeasures from the perspective of Positive Psychology(PP). Data retrieved from a questionnaire survey showed that the overall job burnout of English teachers for English majors was not at a high level;teachers with high scores in the personality of neuroticism reported feeling more emotional exhaustion and depersonalization;teachers with high scores in agreeableness reported feeling less emotional exhaustion and depersonalization;teachers with high scores in extroversion and openness to experience reported feeling less reduced personal accomplishment. Interview results indicated that teachers adopted measures to mitigate job burnout from the aspects of emotion, personality traits and cognition. The findings have important implications for using PP to alleviate job burnout among English teachers for English majors in universities.