高资历外语教师群体倦怠研究——生态学视角

Collective Burnout Among Senior University Foreign Language Teachers:An Ecological Perspective

本研究从生态学视角分析高资历外语教师群体的倦怠表现与特征,探究其对院系教师专业发展生态的影响。研究发现,三类院系中的高资历教师处于三种不同的群体生态:集体倦怠态、集体勤勉态和双相离析态。处于集体倦怠态和集体勤勉态的教师群体通过机构权力、专业权威等中介或途径对院系的发展生态产生显著影响;处于双相离析态的教师群体实质上作为整个院系环境中两个亚群体的高亮度代表,通过冲突、协调等群体性行为建构院系的发展生态。

This study analyzes the manifestations and characteristics of collective burnout among senior university foreign language teachers from an ecological perspective,exploring its impact ontheprofessional developmentecologyof faculty members.The findings reveal that senior teachers in the three faculties studied as cases form three distinct groups:collective burnout,collective diligence,and biphasic dissociation.Teacher groups exhibiting collective burnout and collective diligence significantly influence the faculty's developmental ecology through intermediaries or pathways such as institutional power and professional authority.The biphasic dissociated teacher group essentially serves as a high-profile representative of two subgroups within the overall faculty environment,shaping the faculty's developmental ecology through conflict,coordination,and other group behaviours.