On The Investigation Of Minority Preparatory Teachers’ Occupational Burnout

One of the important missions of higher education is to cultivate talents,and the key to cultivate talents is teachers.In order to adapt to the development of the times,the society puts forward higher requirements for the cultivation of specialized talents.In Colleges and universities,teachers undertake teaching,scientific research,social services and other important tasks,which are the core elements of higher education,as well as the organizers,managers and implementers of teaching and management.Complicated and arduous educational tasks bring great challenges and pressures to teachers.Under the new tasks and great pressure of teaching and scientific research,it may cause teachers’ feelings,attitudes and behaviors to different degrees of exhaustion,which is not only harmful to teachers’ personal professional development and physical and mental health,but also will seriously affect the healthy growth of students and the development of colleges and universities.It is found that the problem of teachers’ job burnout is one of the most prominent problems in the study of teachers’ professional development.Teachers with such a situation will lose their sense of renewal of their own professional development due to their long-term tiredness of work,which is mainly realized as perfunctory work,long-term emotional accumulation,threatens the physical and mental health of teachers.Therefore,we should attach great importance to the psychological status of teachers.National preparatory education occupies a very important position in the field of higher education in China,national preparatory education is not only a special level of higher education,but also an important part of national higher education.In view of the problem of teachers’ professional development,we should conduct in-depth research and investigation on the psychological status of the teachers of national preparatory courses,so as to provide a group of passionate and enthusiastic teachers for students and promote their healthy growth.For the national preparatory teachers,they are not only teaching the existing high school knowledge,but also taking on the teaching of some professional courses in the University.Undoubtedly,it increases the difficulty ofteaching.Therefore,a series of psychological changes of the national preparatory teachers are urgent to be solved.In this paper,Maslach’s teacher burnout scale was used as a survey tool to survey teachers.243 questionnaires were collected and 212 samples were valid.In addition,9teachers from N school,H school and I school were interviewed,including 2 part-time teachers and 7 full-time teachers.In order to further explore the current situation of pre-school teachers’ burnout.It is found that there are obvious job burnout in both national preparatory teachers and undergraduate teachers.In addition,there are some differences in gender,age,marital status,highest education background,professional title,teaching age,monthly average income and main positions of teachers in the three dimensions of burnout scale,especially in the professional title,teaching age,monthly average income and main positions of teachers,different national preparatory teachers There are significant differences in job burnout.According to the questionnaire survey and interview analysis,we can further find out the factors that affect the national preparatory teachers’ job burnout.Through the research,the main factors are heavy workload of teachers,imperfect evaluation system,mismatch between teaching status and high expectations,weak initiative of teachers’ professional development,and challenges of teaching reform.On this basis,this paper further discusses some measures to alleviate teachers’ job burnout,such as reducing teachers’ workload,improving the assessment system,strengthening care and putting forward reasonable expectations,enhancing teachers’ professional development initiative,and correctly implementing education reform.