Case Service Research On Relieving Job Burnout Of Key Middle School Teacher

Teachers are the foundation of national education,and the healthy development of teachers’ occupation is an important guarantee for the smooth development of education.At present,due to the conflict of teachers’ roles,heavier work tasks and higher social expectations for teachers,the phenomenon of teacher burnout is common,which affects the career development and physical and mental health of teachers.Based on this,by referring to the relevant literature of teacher burnout,summarize and analyze the research results on the status quo of teacher burnout,the causes of the dilemma and the strategies,on this basis,design the research program and carry out the social work practice research.By randomly selecting 60 backbone teachers in J County to conduct a questionnaire survey,this paper analyzes the current situation and causes of the job burnout of backbone teachers in J County.According to the survey,some backbone teachers in J County have problems such as low career happiness,decreasing teaching efficiency year by year,low sense of achievement in education and teaching,and more indifferent relationship with colleagues and leaders.This situation is caused by multiple factors such as the increasing pressure of backbone teachers’ work,the conflict and ambiguity of their roles,the lack of support from school and society,and the lack of motivation and ability to continue learning.The study adopts the case work method,on the basis of needs assessment,uses the cognitive behavioral theory to intervene in the client’s job burnout relief.First of all,the concept operation of job burnout relief,its dimensions include correcting self-wrong cognition and behavior,strengthening the ability to solve problems,strengthening the ability of self-control and regulation.The social worker and the client jointly worked out the service plan of this case work and planned to provide seven services to the client.In the early stage of service,the teaching method is used to help the service objects to understand the teacher burnout and self-wrong cognition and behavior for cognitive reconstruction;In the middle stage of the service,the client was encouraged to enhance his/her behavioral cognition and problem-solving ability through case conceptualization,cooperative therapeutic relationship,Socratic questioning,bold training and other skills during the interview.At the later stage of the service,structural and psychological education techniques are used to promote the improvement and self-learning of the service objects.So that they can correctly view and solve the problems in education and teaching,relieve their teacher burnout degree.By using the method of interview and questionnaire survey on the service object and its students and colleagues to evaluate,found that the service can effectively alleviate the psychological exhaustion and fatigue of the service object,at the same time to help the service object to strengthen the awareness of further self-learning,improve the ability to communicate and solve problems,so as to ease the degree of job burnout of the service object.Finally,the experience and lessons gained in the service are summarized and reflected.