Research Of Vocational Personality, Attribution Style And Job Burnout Of Primary And Secondary School Teachers

As The eighteenth national congress of the communist party of China proposed "the full implementation of quality education, deepen the comprehensive reform of education field, to improve the quality of education, cultivate students’ innovative spirit" requirements, many governments respond to general secretary hu jintao called for education reform.In the face of all kinds of reform measures, some teachers said it is difficult to adapt to or can’t adapt.The career pressure, family pressure continuously backlog, some teachers feel frustrated, the lack of a sense of achievement, some doubt their teaching ability, and think they are not suitable for the teaching work, led to a decline in performance.But some of the teachers were able to under great pressure to maintain mental health, the education teaching work to keep high enthusiasm and motivation, part of teachers has become a teacher, outstanding teachers, the development of their job burnout phenomenon probability is low.One of the causes of this phenomenon may be related to teachers’ professional personality, cognition to the pressure of work and the way of attribution.Therefore, this study adopts the method of questionnaire survey to explore the primary and secondary school teachers vocational personality, the relationship between attributional style and job burnout, in order to promote the vocational personality development of teachers and arouse the work enthusiasm, improve the level of their mental health, and promote their professional development has important practical significance.This research adopts the occupational personality questionnaire of teachers, Teacher’s teaching attribution scale and job burnout scale to survey835primary and secondary school teachers. Analysis of the results of the survey, get the following conclusion:1. Primary and secondary school teachers basic have professional personality characteristics;2. The primary and secondary school teachers in the teaching work achievements, favours internal attribution (abilities, efforts, the body state of mind);In the teaching work’s frustration, primary and secondary school teachers on the reason of the six attribution difference is not big.3. The primary and secondary school teachers in a low level of job burnout, emotional exhaustion not serious, more serious working attitude, a sense of accomplishment.4. Gender, whether teaching graduating class, whether as a teacher in charge, there is no significant effect of middle school teachers’professional personality.Unmarried teachers, married, divorced or widowed teachers in vocational personality score assumes the inverted u-shaped curve, that is to say, the married teachers professional characteristics more mature;College teachers than bachelor degree or above have the teachers’professional personality characteristics; Senior teacher professional personality traits more mature;Teaching experience for more than21years teachers than under20years of professional mature personality;Elementary school, junior high school teacher, high school teachers of vocational personality maturity gradually decreasing;Plastic school teachers, the normal school teachers, vocational school teachers’professional personality maturity gradually diminishing.5. To teaching success and failure, teachers tend to do the internal attribution.6. Record of formal schooling, job title, whether teaching graduating class in primary and secondary school teachers job burnout is not significant. Male teachers’ job burnout level is significantly higher than female teachers;Divorced or widowed teachers unmarried and married teachers’ job burnout feeling gradually reduce;Job burnout feeling as increases with the increase of teaching;High school, junior high school and elementary school teachers’ job burnout in turn reduce;The head teacher job burnout is significantly higher than the feeling of not as a teacher in charge teacher;The city and county teachers is significantly higher than rural and township;Vocational school teachers’ job burnout are strongest, followed by demonstration school teachers and ordinary school teachers.7. Primary and secondary school teachers’ career and the four dimensions of personality and teaching exist significantly positively related to both internal and external attribution of success or failure.8. Primary and secondary school teachers’ career and the four dimensions of personality and job burnout and its three dimensions have significant negative correlation.9. Within teaching success and failure attribution and job burnout was significantly negative correlation;Teaching success and failure attribution and job burnout was significantly positively related to outside.10. The success of teaching, and the attribution in teachers’ professional personality and partial mediation effect between job burnout.For teaching fails, attribution and external attribution in teachers’ professional has partial intermediary effect between personality and job burnout.