| People face more and more stress in modern society. Some teachers failed to deal well with working pressure and generated occupational burnout. The rural population of Yunnan Province is multitudinous, and teachers in rural school undertake the most enormous and important part of basic education of educational system in Yunnan Province. In view of this respect, it’s necessary to study the countermeasures for relieving and preventing the teachers from occupational burnout in rural schools of Yunnan province.Having applied the burnout theory of three dimensions and the teacher burnout model, this research used an empirical quantitative and qualitative survey through a questionnaire and an interview guide to study the occupational burnout status quo of the teachers in rural schools. 334 teachers who participated in the National Training Plan were the samples. All data were processed by SPSS18.0, and the descriptive statistics were mainly used to analyze the data. For the different backgrounds of teachers’ burnouts, the author employed single factor analysis of variance, single sample T-test and multivariate regression analysis of teachers’ burnout. Meanwhile,the author random interviewed 5 rural junior high school teachers to supplement the result of the questionnaire. The conclusions came out as follows:1. The general situation of the rural junior high school teachers’ burnout is not so serious. The average score of teachers’ emotional exhaustion, depersonalization, and reduced accomplishment are 26.9494, 11.0672 and 19.2358. It is only the emotional exhaustion that has reached the critical value.2. Differences exist in teachers’ burnout with different gender, bachelor degree,years of teaching experience and teaching subjects.3. There is no significant difference in the emotional exhaustion among rural junior high school teachers with different marital status, professional title, position and the grade they teach.4. The level of teachers’ burnout directly affects teachers’ teaching ability and indirectly affects teachers’ academic level through teachers’ teaching ability.According to the conclusions above, the author discusses the causes for the occupational burnout of rural junior high school teachers in Yunnan and put forward corresponding countermeasures and suggestions in terms of interior and exterior factors.The theoretical significance of the study is to enrich the study of the teachers’ occupational burnout theory and improve the study of rural education policies. The practical significance of the study is to stabilize rural teachers and improve teacher education in rural areas. |
