Many College English teachers complain about work stress. To learn about the actual burnout situation and to seek intervention, a questionnaire survey and written interviews were conducted in a medical university in C...Many College English teachers complain about work stress. To learn about the actual burnout situation and to seek intervention, a questionnaire survey and written interviews were conducted in a medical university in China. The results of the survey suggest that 29.73% of the participants experienced burnout. No significant differences were found in the aspects of the gender and educational background. However, older teachers experienced significantly more intense reduced personal accomplishment while more-experienced teachers reported significantly more intense depersonalization and reduced personal accomplishment. Similarly, participants with higher professional titles experienced much more intense depersonalization. Meanwhile, the results of the interviews indicate four causes of burnout： factors related to the job, students, management and teacher development. Internal and external moderations are categorized as the burnout reducers. As for intervention, teachers and the organization should work together to reduce the burnout syndrome.展开更多
Through the analysis of 86 valid questionnaires and twice follow-up interviews connected with twice MBI-ESs for the three chosen participants, this study shows that： 1） The job burnout syndrome of English teachers i...Through the analysis of 86 valid questionnaires and twice follow-up interviews connected with twice MBI-ESs for the three chosen participants, this study shows that： 1） The job burnout syndrome of English teachers in secondary schools is not very serious; 2） There＇s no significant difference between male and female teachers, between teachers in junior and senior middle schools or between teachers in key and average schools, but teachers with more teaching experience can often find a sense of personal achievement; 3） The causes of English teachers＇ job burnout in secondary schools lie in external factors, such as unreasonable school policy, student-management pressure, exam pressure, etc. and internal factors, such as knowledge exhaustion, lacking self-adjustment, etc.展开更多
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 chang...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.展开更多
文摘Many College English teachers complain about work stress. To learn about the actual burnout situation and to seek intervention, a questionnaire survey and written interviews were conducted in a medical university in China. The results of the survey suggest that 29.73% of the participants experienced burnout. No significant differences were found in the aspects of the gender and educational background. However, older teachers experienced significantly more intense reduced personal accomplishment while more-experienced teachers reported significantly more intense depersonalization and reduced personal accomplishment. Similarly, participants with higher professional titles experienced much more intense depersonalization. Meanwhile, the results of the interviews indicate four causes of burnout： factors related to the job, students, management and teacher development. Internal and external moderations are categorized as the burnout reducers. As for intervention, teachers and the organization should work together to reduce the burnout syndrome.
文摘Through the analysis of 86 valid questionnaires and twice follow-up interviews connected with twice MBI-ESs for the three chosen participants, this study shows that： 1） The job burnout syndrome of English teachers in secondary schools is not very serious; 2） There＇s no significant difference between male and female teachers, between teachers in junior and senior middle schools or between teachers in key and average schools, but teachers with more teaching experience can often find a sense of personal achievement; 3） The causes of English teachers＇ job burnout in secondary schools lie in external factors, such as unreasonable school policy, student-management pressure, exam pressure, etc. and internal factors, such as knowledge exhaustion, lacking self-adjustment, etc.
文摘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.
