The Status Of College Teacher’s Job Burnout And Its Correlation With Job Performance In Shaanxi Province

In recent years, as the rapid changes of social economy structure and technology, college talent-cultivating mode, assessment criteria and management system are required to be transformed constantly to meet social demand. College teachers are the backbone group in knowledge innovation and talent cultivation. Due to the heavy pressure fact that brought by transformation, university teachers are gradually becoming the high-risk group of job burnout and the main object of job burnout studying. Furthermore, along with the changes of time and the regional differences, the characteristics of teachers’ Job Burnout and its influencing factors continue to show new features. Shaanxi Province, as the main area of university in China, has a significant difference in the geographical structure, economic development and culture etc., compared with Beijing and Shanghai, which will influence the status of college teacher work and living. Therefore, to make clear the current situation and characteristics of college teachers’ job burnout in Shaanxi Province, and to study its correlation with job performance and positive and negative emotions, and the long-term and systematic study of the relevant research work, will be beneficial for improving the present situation of university teachers in Shaanxi province, these works will provide theoretical guidance to improve the teaching level of each university in Shaanxi province.In this study, we investigated 409 teachers from the university in Shaanxi province. General Situation Questionnaire, Maslach Burnout Inventory(MBI), Job Performance Inventory, Positive and Negative emotion Inventory were used to investigate the present situation of college teacher job burnout and job performance. Job burnout and job performance were compared among college teachers with different gender, age, education background, professional titles, seniority, job content, professional types and so far. Influence of job burnout on job performance, and the relationship between positive emotion, negative emotion, job burnout and job performance were also analyzed. The results presented in this study will provide university managers and teachers with theoretical guidance and effective measures. The statistical method used in this study included descriptive statistics, t-test, variance analysis, correlation analysis, regression analysis and path analysis. The main results included:1) The job burnout average score of each dimension among college teachers in Shaanxi province were higher than the job burnout theoretical value(3 points). There were no significant differences in each dimension of job burnout on different gender, age, education background, administrative function, professional types and job content. In terms of seniority, job burnout degree of the teachers whose teaching experiences are 7-9 and 10-15 years was significantly higher than that of teachers with less than 1-3 and 4-6 years of teaching experiences(p < 0.01). And there were no significant differences in other seniority groups. On aspect of title, Job burnout of lecturers was significantly higher than that of teaching assistants, associate professors and professors. Job burnout degree of associate professors was significantly higher than teaching assistants and was lower than lecturers, and was almost same with professors. In terms of professional types, the emotion exhaustion, depersonalization and total job burnout scores of teachers who majors in agricultural sciences and liberal arts were significantly higher than that of teachers in science and engineering.2) Gender, administrative function, age, job content and professional titles did not affect task performance of college teachers, but education background, seniority and professional types affected task performance. In terms of contextual performance, it was affected by many factors except age and professional types. Job performance of the teachers whose teaching experiences are 4-6 years was higher than that of teachers with 7-9 years of teaching experiences(p < 0.05). Job performance of science and engineering teachers was significantly higher than that of agricultural teachers(p < 0.01, p < 0.001). However, there were no significant differences in job performance among teachers of different gender, age, administrative function, teaching types, job content and professional titles. Correlation analysis showed negative correlation existed between each dimension of job burnout and job performance. Task performance could be negatively predicted by the reduced personal accomplishment and depersonalization; Contextual performance could be predicted by reduced personal accomplishment and emotion exhaustion. Therefore, the reduced personal accomplishment was the most important dimension among job burnout for prediction of job performance3) Job burnout of college teachers was negatively correlated with positive emotion but was positively correlated with negative emotion. There was a positive correlation between positive emotion and job performance, and a negative correlation between negative emotion and job performance. Negative correlation was observed between job burnout and job performance. To some extent, positive and negative emotion plays an intermediary role in the relationship between job burnout and job performance.Taken together, the main conclusions of this study were as follows:1) Job burnout exists in college teachers in Shaanxi province, which is mainly reflected in the reduced personal accomplishment of college teachers;2) Job burnout influences Job performance in college teacher of shaanxi province. Reduced personal accomplishment is the main factor, which affect job performance more significantly.3) Positive and negative emotion partly plays an intermediary role in the relationship between job burnout and job performance of college teachers in shaanxi province.