An Investigation On The Influence Of Teacher Efficacy On Job Burnout Among Senior High School English Teachers In Qiannan Area

The development of teachers contains not only the development of professional knowledge and basic skills,but also the development of psychology.The role of psychosocial variables is particularly important for foreign language teachers.Teacher efficacy refers to self judgment,cognition,confidence and belief in teachers’ ability to complete teaching tasks and promote students’ learning and development.Teachers’ job burnout refers to the negative emotions under long-term work pressure.A large number of domestic and foreign studies have shown that teacher efficacy is one of the important factors influencing job burnout.Researchers have made fruitful achievements in the study of the relationship between teacher efficacy and job burnout in the past,but there are few studies on the one-way effect of English teacher efficacy on job burnout,and the teacher efficacy questionnaire is lack of English disciplinary characteristics.Therefore,it is particularly important to study the influence of English teacher efficacy on their job burnout,so as to promote the professional development of English teachers.Based on a questionnaire investigation of 190 EFL teachers from 7 senior high schools in Qiannan area,and semi-structured interviews with seven of them,the study investigated the influence of teacher efficacy on job burnout of senior high school English teachers in Qiannan area.The study focuses on the following four research purpose:(1)To investigate the current situations of teacher efficacy and job burnout among senior high school English teachers.(2)To find the significance differences in teacher efficacy and job burnout among senior high school English teachers in terms of years of teaching.(3)To explore the correlations between teacher efficacy and job burnout among senior high school English teachers.(4)To explore the factors that affect teacher efficacy among senior high school English teachers.Through quantitative data analysis and qualitative data analysis on the above questions,the results can be summarized as follows:(1)The teacher efficacy of senior high school English teachers in Qiannan area is at high level at the overall level and category level;the job burnout of senior high school English teachers in Qiannan is generally at a low level,among which emotional exhaustion is at the middle level while reduce personal accomplishment and depersonalization are low.(2)There are no significant differences in teacher efficacy and job burnout among senior high school English teachers at different years of teaching in Qiannan area.(3)Teaching strategies and skills,affective attitude and cultural awareness,interaction between teachers and students are negatively related to the reduce personal accomplishment and depersonalization.There are negative relationships between class organization and management and emotional exhaustion,reduce personal accomplishment.The teacher efficacy of student engagement and dealing with teaching materials are negatively related to emotional exhaustion,reduce personal accomplishment and depersonalization.However,only student engagement and interaction between teachers and students can significantly predict English teachers’ job burnout.(4)The factors influencing teacher efficacy include both internal factors(teaching experience,basic skills and knowledge,professional attitude)and external factors(professional training,evaluation methods,teaching environment).All dimensions of English teacher efficacy are at a high level,this are caused by the guidance of curriculum standards,teachers’ avoidance psychology,cultural awareness,class size and so on.Therefore,the implications are as follows:(1)English teachers should strengthen the concept of core competencies of English subjects and improve their cultural awareness in English teaching.(2)English teachers should establish students’ learning files so as to promote English teachers’ self reflection and evaluation.(3)Schools should improve the evaluation mechanism of English teachers so as to improve their self-awareness.(4)The education department should strengthen the professional development training of English teachers so as to guarantee their confidence for teaching.