不同人口学因素所致农村中小学教师职业倦怠的差异——以丽水莲都区为例

The Differences in Job Burnout of Rural School Teachers Caused by Demographic Factors:A Case Study of Liandu District of Lishui

运用自编中小学教师职业倦怠问卷对丽水莲都区526名农村中小学教师进行问卷调查,探讨农村中小学教师中不同性别、教龄、执教年级及从教原因的人群职业倦怠问题的差异,为今后制订干预措施提供依据。结果显示:在低成就感维度评分男性大于女性;从教原因别无选择组评分明显增高;在去个性化维度初中教师评分大于小学教师;在情感衰竭维度6年及以上教龄的评分大于5年及以下教龄组。可见农村中小学教师的职业倦怠的严重程度有一定差异,与不同的人口学因素有关,应根据不同的人群特点,制订相应对策。

Based on a survey conducted among 526 rural school teachers using a self-compiled questionnaire on job burnout, the paper probes into differences in rurual school teachers＇ job burnout as a consequence of their difference in gender, length of service, grade they teach and motive for taking up teaching as profession so as to offer basis for formulating intervening measures. The results indicate： more male teachers report a low sense of achievement than female; there is a significant increase of ones who took up teaching as a profession since they had no other choices; secondary school teachers are deindividualized to a greater extent than primary school teachers; teachers who have served for 6 years or more tend to be more emotionally exhausted than those whose length of service is below 5 years. These findings testify that rurual school teachers＇ job burnout differs due to varied demographic factors and it is thus necessary to formulate intervening measures based on the demographic factors.