An Emperical Study On The Job Burnout Of University Teachers

As the backbone of China's development of higher education, university teachers not only serves as a socialist culture develop the important mission of high-level talent, but also bear the increase in national scientific and technological innovation, and improving the country's economic problems and other important mission; its job burnout not only affect the generation of teachers individual's physical and mental health, while causing a great loss of educational resources. Therefore,to study the work of university teachers's job burnout, seeking to resolve a positive response and prevention of burnout is necessary.In conclusion, this study abroad research literature related to job burnout, based on empirical research program to develop, design questionnaire, survey the university teachers' burnout status, through descriptive statistical analysis, single-factor variance analysis to evaluate the university teachers'job burnout; combined JD-R theory and the results of its survey analysis to summary the causes of job burnout;the final results of the analysis made for the prevention and resolving teacher burnout.Based on the study, this paper reached the following conclusions:First, the phenomenon of university teachers'job burnout is widespread,39.25%of the teachers are in mild job burnout,47.41%of teachers have attained the moderate burnout situation. Overall in the core dimensions of job burnout, emotional exhaustion is on the most serious,and the lack of personal accomplishment is minimal.Second, different gender, age, education, job title, region, income, job burnout of teachers in each dimension is unequal; on the emotional exhaustion dimension, the male teachers is much serious than female teachers; seniority of teachers in the 6-10 years showed a high emotional exhaustion; master's degree teachers are the most obvious; the eastern part of the teachers seem more prominent. On the depersonalization dimension, the married teachers face greater pressure to demonstrate the more serious phenomenon. On the lack of personal accomplishment dimension, teachers in low-income and in the eastern region are more serious.Third, the larger intensity and pressure of work, the unfair performance management system, lack of consultation when encountering difficulties, which produced an impact on teacher burnout. These factors have a large number of interactions into the process of the existence, the work requirements for over-the lack of adequate resources to support the work, resulting in the university teachers'burnout.Fourth, measures to prevent and solve the major university teachers burnou:as a teacher's development to be the goal of the evaluation, building scientific, fair, and reasonable performance evaluation system, the implementation of teacher assistance programs, to enhance the individual capabilities of stress management.