中小学英语教师教学效能感与职业倦怠关系

A Study on the Relationship between Teaching Efficacy and Job Burnout Among English Teachers in Primary and Secondary Schools

为探讨中小学英语教师教学效能感与职业倦怠的关系,采用教学效能感量表、职业倦怠量表对148名中小学英语教师进行调查,并对数据进行SPSS相关分析和路径分析发现:中小学英语教师积极个人教学效能感强度高,处于轻度职业倦怠;在积极个人教学效能感维度上,男女教师有显著差异;在积极个人教学效能感和一般教学效能感维度上,20年以上与5年以下教龄组具有显著差异;积极个人教学效能感与低成就感呈显著的负相关;消极个人教学效能感与情绪耗竭、去个性化呈显著的正相关。基于此,建议建立提高教学效能感的相关制度,缓解教师职业倦怠。

The aim is to explore the relationship between teaching efficacy and job burnout of English teachers in primary and secondary schools,148 primary and secondary school English teachers were surveyed using the Teaching Effectiveness Scale and Burnout Scale.The data was analyzed by correlation and path analysis:primary and secondary schools English teachers have high positive personal l teaching efficacy and are in a mild burnout situation.In the dimension of positive personal teaching efficacy,male and female teachers have significant differences;in the positive personal teaching efficacy and general teaching efficacy,there is a significant difference between the teaching age under 5years and above 20 years;positive personal teaching efficacy is significantly negatively correlated with low achievement;negative personal teaching efficacy is significantly positively correlated with emotional exhaustion and depersonalization.Based on this,it is recommended to establish a relevant system to improve the sense of teaching efficacy and alleviate the teacher's burnout.