A Study Of The Relationships Among English Teachers' Resilience,Teaching Efficacy And Burnout In Independent Colleges

The profession of teacher is considered as a high-stress and high-intensity profession.How do teachers keep sustainable development under a highly hoped-for,stressed and challenging environment?Teacher resilience is particularly indispensable.With the spring-up of the positive psychology,researchers do not merely focus their attention on the instantaneity of adversity and danger.It is realized that resilience is the potentiality of human being,which motivates individuals to pursue self-fulfillment,wisdom and self-development.Therefore,it is significant to explore teachers' resilience from the perspective of positive psychology.According to Beltman,teacher resilience is a relatively recent area of investigation which provides a way of understanding what enables teachers to persist in the face of challenges and offers a complementary perspective to studies of stress,burnout and attrition.The study of teacher stress and burnout in positive psychological perspective,which concerns on how teachers adapt to environment and get positive development,has great practical significance.This paper is aimed at studying the states of English teachers' resilience,teaching efficacy and teacher burnout in the independent colleges and research the relationships among the above three variables.Teachers' Resilience Scale,Teachers' Efficacy Scale,and Maslach's Burnout Inventory were used.There were 94 participants in the quantitative study,from which six were chosen in the after-questionnaire interview.The adopted statistical tools are as follows:factor analysis,analysis of variance and correlation,regression analysis and path analysis.The results are illustrated as follows:1.The general level of the English teachers' resilience and teaching efficacy in the independent colleges is satisfactory,and they are not experiencing job burnout obviously.2.Significant differences are found in teacher resilience in terms of age while no significant differences are found in terms of gender,years of teaching experience,educational degree,and professional title.3.No significant differences exist in teaching efficacy in terms of gender,age,years of teaching experience,educational degree,and professional title.4.Significant differences are found in teacher burnout in terms of years of teaching experience,while no significant differences exist in terms of gender,age,educational degree,and professional title.5.The English teachers' resilience and teaching efficacy are positively correlated with each other.Their teacher resilience and job burnout are negatively correlated with each other.Their teaching efficacy and job burnout are negatively correlated with each other.6.Teacher resilience could explain teaching efficacy and teacher burnout,while teacher burnout has a significantly direct impact on teacher resilience and teaching efficacy.