Research On Job Satisfaction And Job Burnout Of Secondary Vocational Teachers In LinYi City

With the continuous expansion of the scale of vocational education,the requirements for the quality of vocational teachers have also been continuously improved.In the "14th Five-Year Plan",the state repeatedly mentioned "enhancing the adaptability of vocational and technical education" and "building a team of high-quality professional teachers".The Shandong Vocational Education Quality Improvement Plan also clearly pointed out that it is necessary to build a high-level full-time and part-time "dual-qualified" teacher team to promote the construction of demonstration and high-quality secondary vocational schools in Shandong Province.If we want to steadily promote the high-quality development of secondary vocational education,we must focus on the construction of secondary vocational school teachers.It is worth noting that all sectors of the society pay little attention to the work and life of secondary vocational teachers.Secondary vocational teachers are faced with such problems as rapid turnover of colleagues,less promotion opportunities,heavy work tasks,low sense of achievement,and lack of humanization in daily management,which lead to low job satisfaction and job burnout.Only when we really care about and help secondary vocational teachers to solve the practical problems,can we improve their job satisfaction and solve the problem of job burnout to the greatest extent,and then fundamentally promote the quality construction of secondary vocational teachers,and promote the healthy and stable development of secondary vocational education.This paper combines the field research in the field of sociology with the quantitative analysis method in the field of statistics to explore the key factors and promotion strategies that affect the job satisfaction and job burnout of secondary vocational school teachers.First of all,on the basis of a large number of literature,the author draws on the research results of other scholars on job satisfaction and job burnout.And the theory of fairness,expectation value and demand level are selected as the theoretical basis of this paper.Secondly,based on the reference of domestic and foreign teachers’ job satisfaction scale and teachers’ job burnout scale,combined with the actual situation of some secondary vocational school teachers in Linyi City,the paper determines the Linyi secondary vocational school teachers’ job satisfaction scale and teachers’ job burnout scale,and makes a preliminary evaluation and modification of the scale,a formal questionnaire survey was conducted.In addition,in order to obtain more objective and reliable first-hand information,field interviews are used as auxiliary research means.Finally,using SPSS software to analyze and process the survey data,on the basis of the survey conclusions,this paper puts forward some strategies to improve the job satisfaction of secondary vocational teachers and reduce job burnout,so as to solve the current difficulties in the work and life of secondary vocational teachers in Linyi City.Through a survey of 565 teachers in five secondary vocational schools in Linyi City,the following conclusions are drawn:(1)On the whole,teachers in five secondary vocational schools in Linyi City are in the range of slightly satisfied and relatively satisfied in the job satisfaction survey,while in the aspect of job burnout survey,teachers in five secondary vocational schools in Linyi City show mild burnout,and the dimension of low sense of achievement shows the trend of mild burnout to moderate burnout.(2)In Linyi secondary vocational schools,female teachers,teachers aged 56 and above and teachers with primary professional titles are more satisfied with their work,while male teachers,teachers aged 26-35,teachers with master’s degree and doctor’s degree and teachers with senior professional titles are less satisfied with their work.In terms of job burnout,female teachers,teachers aged 21-25 and56 and above have relatively light job burnout,while male teachers,teachers aged 26-35 and teachers with master’s or doctor’s degree have relatively serious job burnout.