College Teachers' Positive Emotions, Personal Resources And Burnout

The positive emotion refers to a pleasure feeling associated with the satisfaction of the individual needs and accompanied by pleasant subjective experiences. The broaden-and-build theory (Fredrickson) hypothesises that positive emotions build enduring personal resources. The enchancing of the individual personal resources contributes to cope better with the challenges of life, achieve success, and live a healthy life.Job burnout is a occupational disease in the modern society, the teachers as a typical helping profession, is the high-risk groups of job burnout. Job burnout not only seriously affect teachers' health status and performance, but also affects the performance of a teacher's work, and the development of the education. So job burnout has become the hotspot research in recent years. Job burnout is a kind of physical and mental depletion state from physiology,emotions and feelings and behavior,which will arise when individual cannot cope with the external demands that are beyond personal energy and resources. This kind of burnout is not only affected by the situation factors,but also the personality factors.So as the important personal internal resources, the individual resilience and coping styles, and as important personal external resources, social support, interpersonal trust would have an effect on job burnout? What path does the positive emotions take to have effect on the job burnout?This study used the questionnaire survey to explore the relationship between positive emotion, personal resources, and occupational burnout of the college teachers. The questionnaires of positive mood, positive experiences, psychological resilience, coping style, interpersonal trust, perceived social support and occupational burnout of teachers were administered to 267 college teachers.The conclusions drawn bythis research were asfollows:1. the occupational burnout of college teachers was negatively correlated with the positive mood, the positive experiences, the psychological resilience, the coping style, the interpersonal trust and the perceived social support significantly,2. and three of these variables above had significant regressive effect on the occupational burnout of the teachers, they are the positive experiences, the coping style,and the interpersonal trust. 3. The direct effect of positive emotion on the occupational burnout of the teachers and personal resources was significant. The direct effect of the personal resources on the occupational burnout of the teachers was significant.4. Therefore, the positive emotion will directly influence teachers'occupational burnout, and it also has indirect effect on teachers'occupational burnout via personal resources.