Macao Teacher Burnout And Its Influencing Factors Research

In recent years,occupational burnout has been growing to be a hotspot of explorations on educational administration/management.Undoubtedly, teachers,the highly concentrated crowds more likely to be contamainated with this particular symptom,are now inviting more social concern.This research aims to gain an insight into the actuality and traits of occupational burnout existing and breaking out in Macau teachers and thus to probe into the direct working of teachers' social support, locus of control and self-esteem on it.In this study we used the method of questionnaire to research Macau teachers. By random sampling,201 teachers were investigated with the Maslach Burnout Inventory-Educators Survey(MBI-ES),Social Support Rating Scale(SSPS), Internal—External Locus of Control Scale(IES)and the self-Esteem Scale(SES) in Macau,then understand the correlation of the social support,locus of control,self-esteem and the occupational burnout and compared the difference of occupational burnout level between groups with the method of classifying comparision.1. The correlation of the social support,locus of control,self-esteem and the occupational burnout is significant.2.The low personal accomplishment scores of teachers whose age are less than 25 years are higher than teachers whose age are 31—40years. The low personal accomplishment scores of teachers whose age are less than 25 years are higher than teachers whose age are 51—60years. The low personal accomplishment scores of teachers whose age are less than 25 years are higher than teachers whose age are more than 61 years.3.The emotion exhaustion scores of teachers who are married are lower than teachers who are single. The depersonalisation scores of teachers who are married are lower than teachers who are single. The total occupational burnout scores of teachers who are married are lower than teachers who are single.4.The low personal accomplishment scores of teachers whose teaching age are 1—5 years are higher than teachers whose teaching age are 6—10 years. The low personal accomplishment scores of teachers whose teaching age are 1—5 years are higher than teachers whose teaching age are 21—30 years. The low personal accomplishment scores of teachers whose teaching age are 1—5 years are higher than teachers whose teaching age are more than 31 years.The low personal accomplishment scores of teachers whose teaching age are 11—15 years are higher than teachers whose teaching age are 21—30 years. The low personal accomplishment scores of teachers whose teaching age are 16—20 years are higher than teachers whose teaching age are 21—30 years. The low personal accomplishment scores of teachers whose teaching age are 16—20 years are higher than teachers whose teaching age are more than 31 years.5. The emotion exhaustion and total occupational burnout scores of teachers who have got Master's degree or more are lower than teachers who have got bachelor's degree(not specialized in education). The emotion exhaustion and total occupational burnout scores of teachers who have got Master's degree or more are lower than teachers who have got education diploma. The emotion exhaustion and total occupational burnout scores of teachers who have got bachelor's degree(specialized in education) are lower than teachers who have got bachelor's degree(not specialized in education ). The emotion exhaustion and total occupational burnout scores of teachers who have got bachelor's degree(specialized in education) are lower than teachers who have got education diploma.6.The low personal accomplishment scores of teachers who are both teachers and directors are higher than teachers who are both teachers and group leaders. The low personal accomplishment scores of teachers who are both teachers and directors are higher than teachers who are grade teachers. The low personal accomplishment scores of teachers who are both teachers and directors are higher than teachers who are subject teachers.7. The emotion exhaustion scores of teachers who teach in primary school are higher than teachers who teach in junior high school. The emotion exhaustion scores of teachers who teach in primary school are higher than teachers who teach in senior high school. The epersonalization scores of teachers who teach in primary school are higher than teachers who teach in senior high school. The total occupational burnout scores of teachers who teach in primary school are higher than teachers who teach in junior high school. The total occupational burnout scores of teachers who teach in primary school are higher than teachers who teach in senior high school.8. The emotion exhaustion, epersonalization, low personal accomplishment and total occupational burnout scores of teachers who teach in subsidized school(the government pay for the pupil and students) are lower than teachers who teach in no subsidized school.9.The emotion exhaustion scores of teachers who teach in Danzai are lower than teachers who teach in Macau peninsula. The emotion exhaustion scores of teachers who teach in Danzai are lower than teachers who teach in Luhuan.The epersonalization scores of teachers who teach in Danzai are lower than teachers who teach in Macau peninsula. The total occupational burnout scores of teachers who teach in Danzai are lower than teachers who teach in Macau peninsula. The total occupational burnout scores of teachers who teach in Danzai are lower than teachers who teach in Luhuan.In this study we also used further interviews with some teachers to do analyses and investigations towards the impacting factors,and then the stratrgies for abating the teacher's occupational bumout have been given out.