中国高职院校EGP教师工作倦怠的情境因素——基于日记的个案研究（英文）

Situational Factors of Job Burnout in Polytechnic EGP Teachers: A Diary-Based Case Study in the Chinese Context

职业倦怠是情绪耗竭、人格解体化和个人成就感降低的综合症状,随着环境因素的变化逐渐发展和波动,具有时间性和情境性。本项研究基于对一名高职院校EGP教师一学期的四个相关日记的叙事性分析,探讨在中国语境下导致EGP教师工作倦怠的可能性工作情境因素。结果显示,10个工作情景相关因素导致倦怠,包括超负荷工作量、严重的学生管理问题、匮乏的上级支持、有限的工作自主权、严格的等级组织制度、不透明的操作规则等。最后,从教师专业发展的角度加以阐释,并提出加强EGP教师的专业认同和重新评估高职院校的EGP课程,是减轻倦怠和促进英语教师专业发展的必由之路。

Job burnout is a synthetic syndrome of emotional exhaustion, depersonalization and reduced personal accomplishment. It has a time-linked and situation-specific nature by developing gradually and fluctuating with changes of environmental contributors. In this study, four related diary entries were analyzed narratively, written by a polytechnic teacher teaching English for General Purposes （EGP） in a semester, to verify the possible work- related situational factors causing iob burnout of EGP teachers in the Chinese context. The results revealed ten environmental burnout elements, including overload, severity of students＇ problem, lacking supervisors＇ support, limited iob autonomy, a stern hierarchical organizational system, and opaque operating rules. We interpreted the results in terms of teacher professional development and proposed that enhancing EGP teachers＇ professional identity and revaluing the EGP course in polytechnics were the basic ways to mitigate burnout and improve English teachers＇ professional development.