大学英语教师的工作倦怠研究

Research on Job Burnout of College English Teachers

采用Maslach工作倦怠问卷，根据106个被试初步确定大学英语教师工作倦怠水平评价标准，并用此标准评价另59个被试。结果显示在这59个被试中，情感耗竭、人格解体与个人成就感降低三因素倦怠水平检出率分别为32％、24％与34％；综合倦怠水平评价显示分别有69％、46％和8％的教师存在轻度、中度和高度倦怠。对106个被试的分析显示女教师个人成就感降低倦怠水平低于男教师；不同年龄段反映在倦怠水平上的差异有统计学意义，且30至39岁年龄段的教师容易出现倦怠现象；学位与职称对倦怠水平的影响没有统计学意义。访谈显示科研与教学脱节是导致教师个人成就感低的主要原因之一；工作量、教师自我发展以及学校的政策都会影响教师的倦怠水平。

Maslach Burnout Inventory （MBI） was administered to 106 college English teachers to develop diagnostic criteria of job burnout, which were employed to measure other 59 subjects. Among the 59 subjects, the detective rate of emotional exhaustion （EU）, depersonalization （DP） and reduced personal accomplishment （RPA） was 32 %, 24 % and 34% respectively; the comprehensive level of burnout was mild in 41 （69%） subjects, moderate in 27 （46%） and se- vere in 5 （8 % ） subjects. Among the 106 subjects, female＇s RPA was lower than that of male＇s. Significant differences were observed among EU, DP and RPA in different age groups and burnout easily happened in 30 - 39 age group. No significant effect from teachers＇ academic degree and professional title was exerted on EU, DP and RPA. The further in- terview showed that the disjunction between teaching and research was one of the main causes of RPA. Workload, requirement for self-development, and college policy were also the contributing factors of burnout.