The Relation Of Teaching Efficacy And Teacher Burnout In Tibet Regional Colleges Teachers

The study of the relationship between teacher efficacy and burnout has become ahot issue of psychology. The objects of study are mostly primary and secondary schoolteachers.The university teachers faced with teaching, research, job title and jobperformance evaluation of a lot of pressure, so they are more prone to burnout. Comparedwith other central and eastern areas, College teachers of the Tibetan region are still manyproblems in the educational structure, title, level and age composition.The study of therelationship between efficacy and teacher burnout contribute to national development ofeducation in the region, the construction of university teachers in Tibet and the growthmechanism of the training of faculty talent.This study selected152Tibet regional university teachers.The Teaching EfficacyScale and Teacher Burnout Scale are measurement tools. The result shows that:(1) Teaching Efficacy of the Tibetan university teachers was in a higher level,andpersonal teaching efficacy was higher than general education efficacy.A statisticallyethnic, age, seniority and the title variables difference was found in Tibet regionalcolleges. The Tibetan teachers’ personal teaching efficacy was significantly higher thanthe Han Chinese teachers while general teaching efficacy was lower than the later;Specifically,21-to30-year-old teacher efficacy was the lowest while the group of50-60-year-old age teachers was in the highest level;Teachers’ personal teaching efficacy ofTibetan teachers whose teaching experience was more than30years was significantlyhigher than the teachers whose teaching experience was in6-10years; Professor ofpersonal teaching efficacy was significantly higher than the lecturers and associateprofessors.(2) Tibetan university teachers’ occupational burnout was in the middlelevel.specifically, the score of the dimension of emotional exhaustion was higher thanothers, depersonalization dimension’ score was the lowest. Different ethnic, gender, age,seniority, qualifications and titles of university teachers in Tibet showed significantdifferences on the burnout. Among them, although the Han teachers degree of burnout ishigher than the Tibetan teachers,there was not significant ethnic differences in the threedimensions of burnout; female teachers’ emotional exhaustion was significantly higherthan male teachers;31-40age teachers’ emotional exhaustion was significantly higherthan the21-30age group.At the same time, teachers whose teaching experience was6-10years had a significant higher score in emotional exhaustion than the group of1-5years.personality disintegration of teachers who had a seniority of6-10years was significantlyhigher than their counterparts whose teaching experience was over30years. Dr. teachers’emotional exhaustion and personal accomplishment were lowest followed by the degreeto master’s and undergraduate teachers; associate professors’ emotional exhaustion washigher than others degrees. Personal accomplishment of the lecturers was significantlyhigher than Professors.(3)Tibet regional colleges and universities of teacher efficacy is negatively associatedwith teacher burnout.