| With the continuous development of society, the quality of education has gotmore and more attention. Teachers, as the most important educational power,inevitably experience pressures and challenges from various aspects. Under thiscircumstance, teachers have become a group with a high risk of burnout. Teacherburnout not only damages their physical and mental health, but also has a negativeimpact on the interpersonal relationship between teachers and others or even threatensthe educational undertaking of teachers. Therefore, it has drawn wide attention ofresearchers.Humanism proposed by psychologist Rogers emphasizes the importance ofsubjective and conscious experience of individual and a good teacher-studentrelationship. Scholar Krashen’s Affective Filter Hypothesis points out that a bademotional state is not conductive to students’ effective learning. As teacher’s bademotional experience, teacher burnout easily leads to the deterioration of students’emotion and the teacher-student relationship, thus influencing effective teachingeventually.Under the background, the author empirically investigated and analyzed thecurrent situation of the burnout of senior high school English teachers on the basis ofrelevant researches at home and abroad. Through the questionnaire, the researchinformation of eighty-six senior high school English teachers was collected. Ten ofthese teachers were chosen to participate in the interview. Based on the analysis ofcollected data, the author drew the following main findings: the overall burnout levelof senior high school English teachers is low. Specifically, teachers’ burnout level inthe dimension of emotional exhaustion is high, but their burnout levels in thedimensions of depersonalization and reduced personal accomplishment are low.Based on the findings above, the author put forward some proposals and methodsto prevent and ease teacher burnout, hoping that these methods will be helpful forteachers’health and development and their affective teaching. |
