外文文献翻译教师职业倦怠问题研究

毕设附件：外文文献原文+译文

文献出处

作者：Gemmy H

期刊：The Internet and Higher Education, 第3卷，第1期，103-115，2016年

原文

The research of teachers' job burnout and its effects

Gemmy H

Abstract

Good working effect must work with full enthusiasm and potential interest as the prerequisite. For teachers, teaching enthusiasm and job interest is the necessary premise of good teaching results. Teachers' job burnout, however, has led to the teacher's teaching enthusiasm and work to reduce the loss of interest, affects the general education workers, teachers job burnout is not smooth an extreme response to cope with work pressure, low caused by job satisfaction of teachers' occupational tiredness, loss of teaching enthusiasm and interest as well as the emotional alienation and indifference will no doubt affect the power of the teacher's teaching, which affect the teachers' teaching effect, or, if the job burnout, teachers would have a negative impact on its teaching effectiveness.

Key words: teacher; Job burnout; Quality of teaching; Effects

1 Introduction

Famous psychologist pages said: "all productive work must take some interest as prerequisite." The good work effect must work with full enthusiasm and potential interest as the prerequisite. For teachers, teaching enthusiasm and job interest is the necessary premise of good teaching results. However, led to the teacher's teaching enthusiasm of teachers' occupational tiredness and loss of interest in work, and then had a certain influence on teaching results. Therefore, research on teachers' job burnout and the relationship between teaching effectiveness is of great importance. Research situation about the problem of teachers' occupational tiredness, we found that the empirical research on teachers' job burnout problem certain deficiencies. For

the problem of the relation between teaching effectiveness of teachers' occupational tiredness is still a lack of empirical research support. To make up for the shortcomings of previous studies, this research to teachers' occupational tiredness as the core, USES the method of empirical study, by investigating the teaching effect of different degree of teachers' professional burnout difference to determine its relationship with the teaching effect. Empirical results show that gender, age, teaching experience, teaching grade, whether the teacher in charge, teach discipline is not the important factors that affect teachers' job burnout, schools, the teaching effect is the important factors that affect teachers' job burnout. In different school teachers, municipal key teacher burnout level is lower than the area of key teachers, area focus on teachers' burnout level is lower than the general teachers in the school, and the degree of burnout is very significant difference between different school teachers. In different teaching effect of teachers, deploy productively teachers burnout level is lower than the medium effect, secondary effect teachers burnout level is lower than the low effect, and the degree of burnout between different teaching effective teacher very significant differences. From previous studies of teachers' occupational tiredness and the results of this study, the factors influencing teachers' job burnout has three aspects: society, organizations and individuals. Therefore, we suggest that reduce and prevent teachers' job burnout from the three aspects.

2 Literature review

2.1 Clinical point of job burnout

The representative figure of this view is Fadden berg. Job burnout of the original intention is to emphasize the work intensity and high ignored the fatigue caused by your own personal needs. Fadden berg think this situation is most frequently appear in the dedication and commitment of people - they are overworked, work time is too long, work pressure is too large. Therefore, job burnout is considered to be "hard to reach some unrealistic expectations" personal and social results.

2.2 Social psychology point of job burnout

This view is the representative figure of Mahler and Perth. They used the questionnaire and investigation method, to determine the three major characteristics of

the burnout: emotional exhaustion, namely feel exhaustion, exhausted. Impersonal, namely characterized by cold, numbness, is inhuman to visit object. Low personal accomplishment is low self-evaluation and lack of adaptability. They compiled the "Mahler poetry job burnout questionnaire", to assess the burnout characteristics of three conditions. This view emphasizes the separation between the emotional exhaustion and colleagues also think pressure lead to more people back.

2.3 The organization view of job burnout

Is the representative figure of this view? Karts studied burnout problem from the aspects of the work environment. Karts think that many people expected to work are not realistic, so prone to disillusion and burnout. These people believe that professional services with "mysterious" color. But that is not the case. In the bureaucratic services, for example, autonomy is very low. In school, the teacher will not be able to choose their own students. Karts think that the cause of burnout is mainly workers pay do not agree with income. This inconsistency can be divided into two kinds: one kind is the individual in the situation of too much stimulation. Another kind is the individual in the face of limited stimulus situation lack of challenges. Karts think burnout begins with "motivations in stress and tension, they cannot resolve the pain by active problem solving", also think burnout is lost in a work involved in the result, as a result, he argues that the potential to increase the resistance to burnout. 2.4 Social history point of job burnout

Saracen Yale University in the aspect of the influence of the social conditions of burnout was studied. He thinks "burnout is not only a person's characteristics, and social outlook on the individual psychological characteristics of a response." Saracen, study the history of the period is the social rapid development after World War II period, service work has become professional, bureaucratic, credentials, and independence. The development of the service consciousness, increase the motivation and the distance between the recipients. Since then people asked the government to increase aid to the professional service, so that through service to solve the social problems. Many workers were high hopes, but very little autonomy, job burnout in this case is prominently showed up. This view emphasizes that when social conditions

is unable to provide a help to contact people situation, it is difficult to keep the service work in. Therefore, social conditions to provide various possibilities in order to promote the development of the service.

3 The root cause of teachers' job burnout

3.1 Social root

Most countries in the world for their education hold high expectations, because teachers to cultivate talents transfer the burden of history and culture. At the same time, in today's rapidly changing society, increasingly diversified values, principals, parents, students and the social from all walks of life increasingly divided expectations of teachers. Under the expectations of many, the teachers' work pressure is growing.

3.2 Organization roots

The first problem is students. American education association (NEA) poll found that three-quarters of the teachers believe that discipline has a great influence on the efficiency of their teaching, discipline students difficulties has become the main factor of teacher stress and burnout. With the change of the society, the students' problem behavior is increasingly serious. The teacher must spend double time and energy to deal with the problems of students. Fred's report that student's misbehavior, indifferent to things, learning materials is a lack of enthusiasm, these are easy to make teachers' burnout. The second is the workload. The expansion of the class size, too many exams and paper work also greatly increase the teachers' work load, so as to bring their sense of ennui. In addition, it is a role conflict and role ambiguity. Some scholars think how to tile cloth, in terms of organization. Significant influence on the teachers' job burnout is the role conflict and role ambiguity. When individuals face the conflict situation and are expected to make a role behavior, role conflict will appear. At this time, if the individual can't properly to reconcile this discord, pressure will arise. Role ambiguity refers to the individual because of its professional rights, obligations, responsibilities, etc. Lack of a clear, consistent understanding and feel to work is not up to.

3.3 Personal roots

Self-esteem is the teachers' job burnout is an important factor which control and. It works through affecting the organization on the basis of the environmental factors of filter. Some research suggests that self-esteem is closely related to burnout. Because most people's need for social support has a strong, any event was rejected by the society may be considered to be stressful, and, the people lack self-confidence are more likely than others to feel the threat. As a result, they are more likely to feel stress and burnout. ROM that personal believe internal locus of control or external locus of control effects of burnout. Personally believe that most of the things are the result of their action belongs to believe internal locus of control. Those who believe that the majority of things beyond their control, blame fate, luck or others believe external locus of control. The results of the study found that those who believe that external locus of control of teacher burnout more easily. There are also some scholars believe that when some senior teachers feel they need to be able to be met in the work, they rarely produces burnout.

4 The impact of teachers' job burnout

4.1 Impact on teachers

Early from teaching teachers, they usually leave work two years later, new teachers feel unprepared for the job. Their work and specialization at the university (student performance good, speak English, from both parents, reading scores qualified) are completely different, in fact far, which makes them feel helpless and hopeless. Teaching in the middle of the teacher, they generally after ten years of work left, this is a neglected group. This group to leave not because of too much pressure, but looking for more challenges and stimulus - often also because they can get more pay. This group of people in more than 30 or 40 years old left because wants to enrich their life. Such people feel unbearable for fixed do the same thing every year, exhaustion, the last to leave. From the overall point of view, education team this group is a breakdown of the column of the education team. Experienced teacher, they feel exhausted after leaving, the public most angry for such teachers. Their name at the top of the payroll, we all hope that they become the new teacher's example. But it is the class teacher for years to cope with work pressure and become exhausted. They felt

that he was cheated, not deserved.

4.2 Impact on teaching quality

Organization symptoms are increased absenteeism, bad behavior, and interpersonal relationship is bad, low administrative efficiency and the increase of the personnel changes, etc. Teachers' burnout can also lead to the inferior teaching quality. Burnout of teachers on students' lack of empathy, job involvement and participation, in violation of classroom discipline impatient and prepare adequately for the class, creativity is low. Teachers' work morale is unwilling or unable to improve the teaching quality. This will reduce the student's academic record, student discipline problems and thus be increased. Increase in the number of violence in recent years has occurred in the students, are also associated with this. Visible, the teachers' burnout has on education environment pollution.

4.3 Impact on society

The society relationship of teachers is between the teachers and students, teachers and teachers, teachers and leaders, teachers and parents. Human resources losses so would create a more serious social problem, increase social medicine and supporting service system, such as counseling and psychiatric care. Education cultivate talent cannot be competent. The loss of human resources will be bad influence on politics and economy.

译文

教师职业倦怠问题及影响研究

Gemmy H

摘要

良好的工作效果必须以饱满的工作热情和潜在的工作兴趣为前提。对于教师来说，教学热情和工作兴趣是良好教学成效的必要前提。然而，教师职业倦怠却导致了教师教学热情的降低和工作兴趣的丧失，困扰着广大的教育工作者，教师职业倦怠是教师不能顺利应对工作压力时的一种极端反应，教师职业倦怠所引起工作满意度低、教学热情和兴趣的丧失以及情感的疏离和冷漠无疑会影响到教师教学的动力，进而影响到教师的教学效果，或者说，教师如果产生了职业倦怠，就会对其教学成效产生负面影响。

关键词: 教师；职业倦怠；教学质量；影响

1 引言

著名心理学家皮亚杰认为:“一切有成效的工作必须以某种兴趣为先决条件。”即良好的工作效果必须以饱满的工作热情和潜在的工作兴趣为前提。对于教师来说，教学热情和工作兴趣是良好教学成效的必要前提。然而，教师职业倦怠导致了教师教学热情的降低和工作兴趣的丧失，进而对教学成效造成了一定的影响。因此，研究教师职业倦怠与教学成效的关系具有重要的意义。有关教师职业倦怠问题的研究状况，我们发现对教师职业倦怠问题的实证研究存在一定不足。对于教师职业倦怠与教学成效的关系问题至今还缺乏实证性研究的支持。为弥补以往研究的不足，本研究以教师职业倦怠为核心，运用实证的研究方法，通过考察教学成效不同的教师其职业倦怠程度的差异来确定它与教学成效的关系问题。实证研究的结果表明，性别、年龄、教龄、所教年级、是否班主任、任教学科不是影响教师职业倦怠的重要因素，学校、教学成效是影响教师职业倦怠的重要因素。在不同学校的教师中，市重点教师的倦怠程度低于区重点教师，区重点教师的倦怠程度低于一般校教师，并且不同学校教师之间其倦怠程度差异非常显著。在不同教学成效的教师中，高成效教师倦怠程度低于中等成效教师，中等成效教师倦怠程度低于低成效教师，并且不同教学成效教师之间其倦怠程度差异极显著。从以往教师职业倦怠研究和本研究的结果来看，影响教师职业倦怠的因素有社会、组织和个人三个方面。因此，建议从这三个方面着手减轻、消除和预防教师职业倦怠。

2 文献综述

2.1 职业倦怠的临床观点

此观点的代表人物是费登伯格。职业倦怠的原意是强调工作强度过高并且无视自己的个人需要所引起的疲惫不堪的状态。费登伯格认为这种情况最频繁地出现在那些乐于奉献和承担义务的人身上—他们工作量过大、工作时间过长、工作压力过大。因此，职业倦怠被认为是“过分努力去达到一些个人或社会的不切实际的期望”的结果。

2.2 职业倦怠的社会心理学观点

此观点的代表人物是马勒诗和佩斯。（完整译文请到百度文库）他们用问卷

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