The Relationships Among Teaching Efficacy,Organizational Support And Job Burnout From College And University Teachers

In recent years,university and college teachers,the front-line personnel to promote the growth of students,have been increasingly demanded by the society for their professional ethics and abilities with the development of higher education and the reform of the education system.While facing opportunities and challenges,they are also under increasing pressure.However,society and colleges didn’t attach much importance to teachers’ job burnout.Also,differences in samples,measurement tools,demographic indicators,etc.in existing studies lead to inconsistent results.Both the sense of teaching efficacy and perceived organizational support are closely related to job burnout,but studies considering the impact of both on job burnout are relatively few.Future-oriented coping is a new entry point in the field of coping research,and researches find that it has certain positive effects on individual well-being,but its effects on the relation among the sense of teaching efficacy,perceived organizational support and job burnout needs to be further explored.However,this study has offered empirical evidence for the feasible plan to reduce the job burnout of college teachers by studying the relevant factors affecting college teachers’ job burnout.This study has selected 253 teachers in some full-time colleges and universities in Zhejiang province as the research object,and has investigated the development characteristic of the sense of teaching efficacy,perceived organizational support,future-oriented coping and job burnout of college teachers as well as the predictive effect of the sense of teaching efficacy,perceived organizational support,and future-oriented coping of college teachers on their job burnout,and the mediating effect of the future-oriented coping by use of the "MBI-ES(Maslach Burnout Inventory Educators Survey)","college teacher’s sense of teaching efficacy Survey","perceived organizational support Survey" and "Future-oriented coping survey".The results obtained from this study are as follows:1)The phenomenon of job burnout widely exists among college teachers,but it is of a low degree;and the phenomenon of low sense of accomplishment is more serious.College teachers’sense of teaching efficacy is of a low degree,and perceived organizational support are at a moderate level.College teachers use proactive coping to be at low to medium levels,and use more preventive coping.2)Young teachers with teaching experience of less than 5 years have a lower degree of job burnout and higher perceived organizational support,and are more likely to use proactive coping strategies.Teachers with intermediate professional titles have the highest level of emotional exhaustion,teachers with senior professional titles have a higher sense of personal teaching efficacy,and teachers with junior professional titles have a higher perceived organizational support.The perceived organizational support of teachers with undergraduate degree is higher.Teachers in administrative positions have a lower level of emotional exhaustion,and the lowest level of the sense of teachers’ efficacy,the sense of personal teaching efficacy and proactive coping.3)After controlling the demographic variables,college teachers’ personal teaching efficacy significantly and negatively predicts emotional exhaustion,the general teaching efficacy and perceived organizational support significantly and negatively predict job burnout and its three dimensions,proactive coping significantly and negatively predicts job burnout,emotional exhaustion and low sense of accomplishment,and preventive coping significantly and negatively predicts depersonalization.4)The preventive coping of college teachers plays an intermediary role between the sense of teaching efficacy,perceived organizational support and the sense of job burnout.In conclusion,the phenomenon of job burnout widely exists among college teachers,and the phenomenon of low sense of accomplishment is more serious.Teachers’ general teaching efficacy,perceived organizational support and proactive coping have a strong predictive effect on job burnout.Teachers’ sense of teaching efficacy and perceived organizational support can reduce job burnout by promoting teachers’ adoption of proactive coping strategies.