地方高校英语教师职业焦虑应对方式探析

How the College and University English Teachers Cope with Their Career Anxiety in the Underdeveloped Areas

以粤东西北地区高校英语教师为研究对象,对其应对职业焦虑的策略进行了研究。用于收集数据的研究工具为ETOAS和ETOACS。数据分析结果显示,被测者职业焦虑应对策略的运用频率均值呈高等程度(M=3.47,SD=0.60);通过因子分析提取的4个因子中,第一个因子“绕道而行,听其自然”的总方差占比最高(26.30%),显示有相当一部分英语教师对于职业焦虑本能地采取了消极回避策略;而其余3个因子“提高能力,改变教法”“爱岗敬业,强化效果”“取长补短,勤于钻研”等积极应对策略,说明不同个体对于职业焦虑所采取的不同应对方式,必然会带来不同的外语课堂教学效果。教育管理部门应为高校英语教师创造良好的教学条件和教学环境,正确引导他们采取积极的态度去面对职业焦虑问题,提高高校英语教育质量。

The main purpose of this study is to explore how college and university English teachers cope with their occupational anxiety in the underdeveloped areas. The participants are from the colleges and university situated in the east, west and north areas of Guangdong Province. The questionnaires of English Teachers’ Occupational Anxiety Scales (ETOAS) and English Teachers’ Occupational Anxiety Coping Styles (ETOACS) are designed by the researcher himself of the present study for collecting data from the participants. The results reveals that the employment level of their coping stategies is high (M=3.47,SD=0.60);of the four extracted factors through the Factor Analysis, the first is Avoidance and Laissez Faire (ALF) that accounts for 26.3% of the total variance, referring to the greatest number of participants employing negative coping strategies which contribute to career burnout. The other three factors are respectvively Enhancement of Teaching Ability(ETA), Devotion to Effective Teaching (DET), Deligence in Research and Complementing One Another (DRCOA) as the positive coping styles, indicating that different individuals employ different coping measures with different impacts on English classes. It is pointed out that the administration should establish fine teaching conditions and environments in order to basically help the English teachers better alleviate and eliminate their career anxiety in face of all kinds of negative pressures, so that positive coping strategies could be employed for the improvement of college and university English education.