大学英语教师职业倦怠成因及对策研究

论文摘要

职业倦怠是美国临床心理学家赫伯特·费登伯格于1974年研究职业压力时首次提出的。职业怠倦现象经常出现在以人为服务对象的行业中。作为一种特殊的助人职业,教师面临的是具有压力情景的教育教学工作,因此,诸多研究认为,作为教育事业专业工作者的教师,已经成为职业倦怠的高发人群。国内外学者研究发现,倦怠已经成为世界范围内教育领域的突出问题,而职业倦怠对教师的身心健康、教学质量及教师队伍的稳定会构成巨大的威胁。陷入倦怠的教师对待学生更少同情,对班级的纪律有更低的容忍性,也更少投入他们的工作。事实表明,职业倦怠既影响教师正常教学水平的发挥,也会影响学生的学习效率,进而影响教学质量。因此,较之其他行业,教师职业倦怠的消极影响会更大。国内关于教师职业倦怠的研究起步较晚,并且多是引用国外资料,再根据国内的情况进行一些理论探讨。而且国内为数不多的关于教师职业倦怠的实证研究,多是对中小学教师的倦怠情况的调查研究,很少有对高校教师,特别是对大学英语教师这一特殊群体的职业倦怠的调查研究。因此,本研究拟通过调查研究和访谈,了解目前大学英语教师的职业倦怠现象,并致力于探析引起教师职业倦怠的原因以及年龄分布趋势。论文同时分析探讨了如何预防和缓解大学英语教师的职业倦怠症状,旨在为促进高校外语教育尽绵薄之力。本研究采用了定量研究与定性研究相结合的方法,对山东省的三所高校的120名英语教师进行问卷调查,并对部分教师进行了访谈。通过数据分析和讨论,调查结果显示:1)目前大学英语教师存在职业倦怠现象,倦怠程度并不严重。但情绪衰竭程度较高。2)大学英语教师职业倦怠在性别、教龄、职称等人口统计学变量上有其独特的特点。3) 1970年-1979年之间出生的大学英语教师其职业倦怠程度比出生于1960年-1969年、1950年-1959年以及1980年以后出生的教师高。4)大学英语教师的职业倦怠呈现出年轻化趋势,80后大学英语教师的职业倦怠现象不容忽视。在探析大学英语教师职业倦怠原因的基础上,论文从社会、学校以及个人三个层面有针对性的提出了缓解与克服大学英语教师职业倦怠的对策与建议。

论文目录

• Abstract
• 摘要
• Figures and Tables
• Introduction
• Chapter One Literature Review
• 1.1 Concept of Job Burnout
• 1.2 Definition of Teacher Burnout
• 1.3 Different Types of Teacher Burnout
• 1.4 Previous Studies of Teacher Burnout
• 1.4.1 Previous Studies of Teacher Burnout abroad
• 1.4.2 Previous Studies of Teacher Burnout in China
• Chapter Two Theoretical Framework
• 2.1 Theoretical Models on Job Burnout Studies
• 2.1.1 Maslach’s Three Dimensions Job Burnout Model
• 2.1.2 Job Demands-Resources Model
• 2.1.3 Conservation of Resources Theory
• 2.2 Theoretical Models on Teacher Burnout Studies
• 2.2.1 Teacher Burnout Empirical Stage Model
• 2.2.2 Fessler’s Teacher’s Career Cycle Theory
• 2.2.3 Friedman’s Diachronic Model
• 2.2.4 Dorman’s Structural Model
• Chapter Three Methodology
• 3.1 Research Purpose
• 3.2 Subjects
• 3.3 Instruments
• 3.3.1 Questionnaire
• 3.3.2 Interview
• 3.4 Research Procedure
• 3.5 Data Collection
• Chapter Four Results and Analysis
• 4.1 Data analysis
• 4.1.1 College English Teachers’Burnout in Different Sex
• 4.1.2 College English Teachers’Burnout in Different Teaching Years
• 4.1.3 College English Teachers’Burnout in Different Marital Status
• 4.1.4 College English Teachers’Burnout in Different Professional Titles
• 4.1.5 College English Teachers’Burnout in Different Student Number
• 4.1.6 College English Teachers’Burnout in Different Teaching Hours
• 4.1.7 College English Teachers’Burnout in Different Highest Academic Degree Obtained
• 4.1.8 College English Teachers’Burnout in Different Administrative Title
• 4.1.9 College English Teachers’Burnout in Different Yearly Income
• 4.1.10 College English Teachers’Burnout in Different Year of Birth
• 4.2 Factor Analysis
• 4.2.1 Factors of Sex and Marital Status for College English Teachers’Burnout
• 4.2.2 Factor of Student Number for College English Teachers’Burnout
• 4.2.3 Factor of Teaching Years for College English Teachers’Burnout
• 4.2.4 Factors of Professional Titles, Highest Academic Degree Obtained and Administrative Titles for College English Teachers’Burnout
• 4.2.5 Factor of Yearly Income for College English Teachers’Burnout
• 4.2.6 Factor of Year of Birth for College English Teachers’Burnout
• Chapter Five Findings and Implications
• 5.1 Major Findings
• 5.1.1 Present Situation of College English Teachers’Burnout
• 5.1.2 Causes of College English Teachers’Burnout
• 5.1.3 Characteristics of Post 80s Generation College English Teachers
• 5.2 Countermeasures against College English Teachers’Burnout
• 5.2.1 from the Aspect of Society
• 5.2.2 from the Aspect of School
• 5.2.3 from the Aspect of Individual
• Conclusion
• Bibliography
• Appendix ⅠQuestionnaire
• Appendix ⅡInterview
• Acknowledgements
• Publication