高校教师职业倦怠文献综述

通过对收集到的文献进行归纳分析,分别从职业倦怠的定义、教师职业倦怠的概念、国外教师职业倦怠的研究取向等方面介绍了国外研究者对职业倦怠的研究情况,对国内高校教师职业倦怠的现象、成因、干预措施的研究结果进行了分析,综述了国内教师职业倦怠的研究情况。     

西方教师职业倦怠研究及其对我国的启示

西方自上世纪70年代提出“职业倦怠”这个术语以来，随着研究领域的扩大，职业倦怠越拳越受到人们的关注。如今，随着我国教育的发展，教师职业倦怠成为不容忽视的难题。文章通过对西方研究理论的阐述．探析我国教师职业倦怠的成因与应对措施。     

教师职业倦怠的理论探索

随着社会发展和教育地位的提高，教师职业倦怠问题受到社会日益关注。本文回顾了国外关于职业倦怠的相关研究，希望通过对职业倦怠研究的回顾，能够更好地展开关于教师职业倦怠的研究。     

教师职业倦怠的调适

教师产生职业倦怠会对学生、教师本人和教育事业,甚至是整个社会的发展产生严重的消极影响,因此对教师职业倦怠的研究意义重大。作者选取了中小学教师这一群体作为研究对象,分析了产生职业倦怠的客观方面的原因,并提出相应的调节方法,以对克服教师职业倦怠问题有所帮助。     

国外教师职业倦怠研究述评

教师是职业倦怠的高发群体之一。文章从教师职业倦怠的测量、发展过程、成因等方面综述了国外教师职业倦怠研究的进展情况；介绍了职业倦怠研究的理论成果；探讨了该领域的发展趋势及对我国教师教育研究的启示。     

中学教师职业倦怠问题及应对策略

教师职业倦怠问题已经引起国内外研究者的普遍关注。理论研究和实践经验视角表明，中学教师职业倦怠现象有多种原因和表现，并具有很大危害。应对教师职业倦怠的策略应从教师个人和学校管理两个方面进行，以促进中学教师的身心健康发展。     

教师职业倦怠的原因及对策

近年来,中小学教师心理健康状况令人担忧,心理问题层出不穷。其中一个突出问题就是教师职业倦怠。因而,关注教师职业倦怠问题,探究引发教师职业倦怠的原因并寻找解决对策,成为当前教育界不容忽视的问题。为此,笔者从社会、职业、学校及教师个人的角度分析了中小学教师职业倦怠的原因,提出了避免职业倦怠的措施,以引起社会对教师职业倦怠的关注。教师职业倦怠的定义及成因"职业倦怠"是美国临床心理学家费鲁顿伯格在1974年首次提出的,专门用来说明工作者工作状态的概念。职业倦怠是一种职     

我国特殊教育教师职业倦怠研究现状述评

特殊教育教师的职业倦怠问题引起了许多研究者的关注。但特殊教育教师的职业倦怠状况究竟如何?影响因素有哪些?目前都做了哪些研究?结果怎样?这些问题有待进一步明确。文章结合我国已有的相关研究成果,对特殊教育教师职业倦怠研究的概念、对象、影响因素、研究工具、方法和主要结论、研究内容和领域等方面进行了总结,并进行了简要评析。在文献分析的基础上,对如何改进和深化我国特殊教育教师职业倦怠研究的问题提出建议。     

高校教师职业倦怠研究述评

从高校教师职业倦怠问题研究的意义入手,对比了国内外有关教师职业倦怠问题的研究状况,提出了当前我国高校教师职业倦怠研究中存在的问题,得到了解决问题的启示,最后分析了今后高校教师职业倦怠的研究趋势。     

小学英语教师职业倦怠对策的尝试

教师由于各种原因产生职业倦怠,对教育教学工作和自身发展等方面危害极大,严重地影响了教师的专业化成长及英语教学水平的提升,因此,解决小学英语教师的职业倦怠问题刻不容缓。文章针对油田小学英语教师职业倦怠的原因进行了调查,发现造成小学英语教师产生职业倦怠心理的原因,并积极研究对策。本文从借助谈心活动、教研活动、培训学习和心理网络培训四个方面阐述了如何消除、克服小学英语教师职业倦怠的做法。     

高校公共体育教师职业倦怠的致因与对策研究

通过对高校公共体育教师的深入调查研究,本文认为高校公体教师职业倦怠的致因主要是缺乏职业地位认同感、有一定的专业危机,认为改依附为独立,主动适应社会意识,是缓解职业倦怠的关键。     

丹东地区特殊学校教师职业倦怠分析报告

本文采用问卷法探讨了丹东地区113名特殊学校教师职业倦怠的特点,并进行了分析。结果表明：特殊学校教师职业倦怠显著低于普通学校教师;特殊学校教师职业倦怠在教龄、学历方面存在着显著性差异;在职称、是否担任班主任方面存在一定的影响;特教教师职业倦怠存在着显著的地域差异。     

职业院校教师工作倦怠与人格特质的相关研究

本研究旨在考察职业院校教师的人格特征与工作倦怠的关系。采用艾森克人格问卷和高校教师工作倦怠问卷,抽取6所职业院校的421名教师进行测查。结果：（1）职业院校教师的工作倦怠整体水平不严重。男教师在个人成就感降低维度上的得分显著高于女教师,11～20年和30年及以上教龄的教师在组织去人性化维度上的得分显著高于5年及以下教龄的教师,在组织去人性化、情绪枯竭、科研耗尽感,工作倦怠上,已婚教师得分显著高于未婚教师。（2）神经质和外倾性对工作倦怠及其各维度的预测作用均显著,精神质仅对个人成就感降低维度的预测作用显著。结论：职业院校教师的工作倦怠水平较低,人格特质能够较好地预测工作倦怠水平。     

Classroom Management Self-Efficacy and Burnout: A Multivariate Meta-analysis

Like many in the human services professions, teachers are susceptible to the feelings of burnout due to their job demands, as well as interactions with students, colleagues, administrators, and parents. Many studies have identified teacher burnout as one of the crucial components influencing teacher attrition. It has been suggested that self-efficacy is a protective factor against burnout. By way of multivariate meta-analysis, we examined the evidence for classroom management self-efficacy (CMSE) in relation to the three dimensions of burnout: emotional exhaustion, depersonalization, and (lowered) personal accomplishment. Results from sixteen studies indicate that there is a significant relationship between classroom management self-efficacy and the three dimensions of burnout, suggesting that teachers with higher levels of CMSE are less likely to experience the feelings of burnout. Practical implications, as well recommendations for future research, are discussed.     

The Structural Causes of Teacher Burnout in Hong Kong

Abstract

 Since the mid 1990s, teacher burnout has become a crucial phenomenon in the Hong Kong education system, as increasing numbers of Hong Kong teachers have been reported as stressed, exhausted, and depersonalized in their teaching. In the Hong Kong community, including the academic circle, many people have applied the psychological theory of burnout to study the psychological causes of teacher burnout. However, this article argues that teacher burnout has become a social issue and is not a purely psychological phenomenon. Thus, it is important for us to identify the structural causes rather than the psychological causes of teacher burnout, to obtain a more comprehensive understanding of teacher burnout, and to develop better solutions. This article therefore theoretically analyzes how teacher burnout can be caused by certain structural forces, including structural education reforms, the administrative structure of schools, and the occupational and career structure of teaching, from the perspective of the sociological theory of work alienation. The article also gives recommendations for further studies based on the theoretical analysis.     

Factors relating to regular education teacher burnout in inclusive education

The aims of the research were to identify the environmental factors that relate to the work of regular school teachers who have students with special needs in their classroom, and to find out the correlation between these factors and teacher burnout. A total 330 primary school teachers filled in a questionnaire that had three parts: (1) personal background data; (2) the Friedman’s burnout questionnaire; and (3) environmental features typical of the work of school teachers that include students with special needs in their classroom, in four areas: psychological features, organizational, structural and social. Results show that the background data that related significantly to burnout was teachers’ attitudes towards inclusion. The more positive the attitude was, the more the teacher experienced burnout in the category of self‐fulfilment. This finding was contrary to the hypothesis of the research. Two other background variables were found to relate to the de‐personalization aspect of burnout, teaching higher‐grade students and having an additional administrative role in school. Two other findings that were found to correlate with higher burnout rates were the number of students with special needs in class (more than 20%) and very little assistance provided to the teacher. Three environmental factors were found to have negative correlation with burnout: the organizational factor, the psychological and the social, with the latter being the most significantly negatively correlated with burnout—i.e. the less social support the teacher experienced, the higher was her level of burnout.     

Exploring associations between supervisory support,teacher burnout and classroom emotional climate: the moderating role of pupil teacher ratio

Abstract

In previous studies on classroom emotional climate (CEC), factors related to teacher’s working conditions have rarely been included. Thus, in the current study, we examined associations between supervisory support, teacher burnout and CEC, and whether pupil teacher ratio (PTR) moderated this association, applying a randomised-control trial design. Participants were students from 300 classes at the end of grade 1, and 300 teachers. Structural equation modelling (SEM) revealed significant relations between supervisory support and teacher burnout and between teacher burnout and CEC. Supervisory support was indirectly related to CEC through teacher burnout. Finally, PTR moderated the association between teacher burnout and CEC.     

Predicting teacher burnout as a function of school characteristics and irrational beliefs

Irrational beliefs have been linked to negative unhealthy emotions that can contribute to occupational burnout. Maladaptive cognitive schemas, such as irrational beliefs, are theorized to interfere with an appraisal of the perceived balance of resources and demands. The aim of the current study is to investigate the extent to which irrational beliefs account for occupational burnout among high school teachers when considering school resources, job demands, and teacher characteristics. A sample of 79 high school teachers, primarily from New York and New Jersey, completed self‐report questionnaires measuring burnout, the perception of school demands and availability of resources, and irrational beliefs. Among school‐based characteristics, correlational analyses indicated that burnout was positively related to school demands (i.e., student disrespect and student lack of attentiveness) and negatively related to school resources (i.e., support from the administration and colleagues), supporting previous research findings. Among teacher characteristics, burnout was negatively related to self‐efficacy and positively related to irrational beliefs. Results from regression analyses indicated that, whereas irrational beliefs were predictive of teacher burnout, they did not moderate the relationship between demands and burnout. Implications, limitations, and directions for future directions for research are discussed.     

The relationship between teacher self-concept,teacher efficacy and burnout

Teacher self-concept and efficacy have been investigated with burnout separately, while the two self-beliefs might work together to impact burnout. Guided by a model of the cyclical nature of teacher efficacy, we aimed to extend previous work on self-perceived predictors of teacher burnout by simultaneously investigating teacher self-concept and efficacy to detect the possibility of teacher efficacy being a mediator between teacher self-concept and burnout as well as whether such relationship remains constant across all groups of teachers with different gender and teaching experience. A sample of 1892 teachers across seven Chinese geographical regions completed a self-reported questionnaire addressing self-concept, efficacy, burnout and demographic variables. Structural equation modelling indicated that teacher self-concept influenced the burnout dimensions of emotional exhaustion, depersonalisation and reduced personal accomplishment via teacher efficacy. Further multi-group analysis suggested that this mechanism worked equally across different gender and teaching experience groups. With a non-western teacher sample, teacher efficacy was found to work as a mediator between teacher self-concept and burnout. The finding especially contributes to the knowledge in the teacher efficacy literature. The integrated relationship should be further explored in other cultures.