The Study On Job Burnout Of Teachers In Privately-run Middle School

Research purpose and project:As social reforms and new curriculum reforms have reached an important stage, this paper aims to conduct a questionnaire survey about teachers’job burnout problem of some teachers3Privately-run middle schools in Quanzhou,Fujian. This questionnaire’s purpose is to acquire and analyze first hand information, to make up for the deficient empirical study on teachers’job burnout problem in Privately-run schools in the Quanzhou area, and even greater China. The results of the survey could also suggest strategies for educational authorities and the school administrators to address the teachers’job burnout problem.Research methods:The research is based on the actual situations in3Privately-run middle schools in Quanzhou,Fujian. and the three-dimension job burnout theory put forward by Maslach et al, namely emotional exhaustion, personal accomplishment and lack of personal depersonalization. These research findings come from a questionnaire for180teachers. The design of the questionnaire originally was modeled from the revision on job burnout problem compiled by Maslach et al. SPSS19.0has been applied to analyze the data of the questionnaire survey results from this research..Research conclusions:The paper has the following conclusions through analysis:Firstly, as a whole, the rate of middle school teachers’emotional exhaustion is higher than their low personal accomplishment, and their depersonalization respectively. If the average score teachers get from each dimension of the scale exceeds three points, then job burnout problem is considered to exist. The results of the survey are as follows:14.7%teachers have suffered from emotional exhaustion;1.4%teachers feel the loss of personal identity;5.6%teachers have low personal accomplishment. Generally speaking, teachers’job burnout problem is not serious. However, some problems about teachers’ emotional exhaustion do exist.The second conclusion is that the three dimensions of teachers’job burnout will not be greatly affected by teachers’gender, educational background, length of teaching time, teaching grade, professional rank or title, monthly income, etc.Thirdly, different marital statuses have no significant effects on teachers’ depersonalization, but obvious differences in teachers’ emotional exhaustion, and substantial influence on their low personal accomplishment. Age doesn’t have much effect on the dimension of emotional exhaustion, but reached a critical level in the dimensions of low personal accomplishment and depersonalization. The number of years of being a head teacher doesn’t cause differences in emotional exhaustion and depersonalization. However, it differs greatly in personal accomplishment. In the matter of depersonalization, a lead-teacher in a grade or a school administrator have almost the same survey results as a regular teacher, but they are quite different in emotional exhaustion and low personal accomplishment.