【作者】 徐敏；

【导师】 邹春燕；

【作者基本信息】 华中师范大学 ， 学科教学（英语）， 2021， 硕士

【摘要】 随着社会经济、文化、科技等领域发展进程的加快,对人才资源的迫切需求对教师们提出了更高的育人要求,同时也给他们带来了巨大的教育教学压力。教师群体直接面向广大学生,倘若自身压力不能及时得到排解,将很容易引发职业倦怠,严重削弱教育教学的效果。因此,推进教师职业倦怠领域的研究显得意义尤为重大。国外对教师职业倦怠的研究始于20世纪80年代,多涉及教师职业倦怠的定义、影响因素、干预与治疗措施等层面。相对而言,国内在该领域的研究起步较晚,虽然国内研究者对该领域的研究热情与日俱增且研究成果初具规模,但仍存在研究方法单一(以问卷调查为主)、过度依赖理论思辨等问题。当下,农村基础教育对国家振兴民族腾飞的重要性不言而喻,然而针对农村教师职业倦怠的研究屈指可数。为了弥补该方面研究的不足,本研究以山东省R市108名一线农村初中英语教师为研究对象,深入调查一线农村初中英语教师职业倦怠的现状、潜在的影响因素以及教师们应对职业倦怠的策略,借助问卷和半结构化访谈等研究工具,主要围绕以下三个研究问题展开:(1)R市农村初中英语教师职业倦怠现状是什么?(2)导致R市农村初中英语教师产生职业倦怠的外部因素可能有哪些?(3)R市农村初中英语教师应对职业倦怠的策略有哪些?主要的研究结果如下:(1)R市农村初中英语教师群体中确实存在职业倦怠现象,但整体情况并不严重,具体表现为情绪衰竭水平较高,人格解体和低个人成就感水平相对较低。就人口统计学因素而言,农村初中英语教师职业倦怠在性别和受教育程度方面没有显著差异,而在年龄、职称、每周课时量和是否担任班主任方面存在显著差异。(2)就外部环境而言,R市农村初中英语教师职业倦怠受到诸如学生不当行为、过重的工作负荷以及英语学科特征等因素的影响。(3)为使职业倦怠的消极影响最小化,R市农村初中英语教师多采取放平心态、放空自我、向他人寻求帮助等方式来应对职业倦怠。根据以上研究结论,本研究对相关各方提出如下建议:教师教育者应在深入了解一线教师需求的基础上对教师们进行卓有成效的培训;学校领导者应着力减轻教师们不必要的工作负担,采用更公平合理的教师考核制度和员工管理制度;学生家长应尽可能地理解体谅教师,并尽好管教孩子的职责;教师自身要不断精进教育教学本领,正视并采取有效措施以克服职业倦怠。更多还原

【Abstract】 With the increasingly rapid growth of economy,culture and technology in the modern society,the urgent demand for high-standard human resources sets higher requirements for the cultivation of younger generations and brings front-line teachers enormous stress of teaching and educating people as well.However,if teachers,whose direct service targets are the broad masses of the student population,are unable to relieve their pressure,burnout is prone to befall them,which may severely undermine the due educational effect.As a consequence,it is fundamentally significant to further relevant researches on teacher burnout.Research on teacher burnout was initiated in the early 1980s in western countries,mostly involving the definitions,influencing factors,intervention and treatment of teacher burnout.In China,research conducted on teacher burnout started comparatively late.Although domestic researchers’ passion for the research field has grown rapidly and a plethora of research findings have been yielded in recent years,problems still exist,such as single research method(mainly via questionnaires),overdependence on theoretical speculation and so forth.Particularly,despite the weighty influence that rural basic education has on the rejuvenation and prosperity of the Chinese nation,fewer empirical researches have been done on rural school teachers’ job burnout.In response to the insufficiency,the present research investigated 108 rural junior high school English teachers in City R of Shandong Province,attempting to find out the status quo and influencing factors of front-line rural junior high school English teachers’ job burnout as well as their coping strategies in eliminating the negative impacts of job burnout.Instruments like questionnaires and semi-structured interviews were employed to answer the following three questions:(1)What is the status quo of job burnout among rural junior high school English teachers in City R?(2)What are the external factors that possibly contribute to job burnout among rural junior high school English teachers in City R?(3)How do rural junior high school English teachers in City R cope with job burnout?The major findings are summarized as follows:(1)Job burnout indeed exists among rural junior high school English teachers in City R,but the overall condition is not that serious,with an embodiment of a relatively higher level of emotional exhaustion alongside a low level of depersonalization and reduced personal accomplishment.In terms of demographic factors,there is no significant difference with regard to gender and educational background among rural junior school English teachers’ job burnout,whereas concerning age,professional title,weekly class hours and being a head teacher or not,significant differences exist in three burnout dimensions of rural junior high school English teachers.(2)Regarding the external environment,the job burnout of rural junior high school English teachers in City R is affected by student misbehavior,a heavy workload and English subject characteristics,etc.(3)To minimize the harmful impacts of teacher burnout,rural junior high school English teachers in City R are accustomed to adopting countermeasures such as keeping a balanced state of mind,releasing themselves and seeking help from others to cope with job burnout.According to the conclusions above,the present research brings forth the following suggestions to the parties concerned.Above all,teacher educators are supposed to provide effective teacher training programs based on a deeper understanding of front-line teachers’needs.Second of all,it is school administrators’responsibility to lighten teachers’workload and deploy a more fair and reasonable teacher evaluation and management system.In the third place,parents should make allowances for teachers and assume their own duties of caring and cultivating children.Finally,teachers themselves need to refine personal teaching and educating skills,acknowledge and take effective measures to conquer burnout adamantly.更多还原