Investigation And Counter Measure Analysis On Current Situation Of Job Burnout Of Primary And Secondary School Teachers

Starting from the formulation of the national policy of "rejuvenating the country through science and education",the reform of the series education curriculum has been actively promoted,which has brought new challenges for primary and secondary school teachers.A number of studies show that a large proportion of Chinese primary and middle school teachers suffer from psychological pressure or emotional problems,and most of them show the emotion of occupational burnout.Teachers if occupation burnout,will seriously reduce the quality of education.Therefore,whether from the Angle of caring teachers and students,or from the perspective of concerned about the development of our education enterprise,we should pay attention to the phenomenon of teacher occupational burnout.In 1974,American psychologists introduced the problem of burnout into the discussion of clinical psychology.After more than 30 years of research and development,its theoretical exploration and empirical achievements have been fruitful.Although our occupational burnout survey started late,but has been taken seriously by many scholars,has become one of the hot spots of research.This study investigates the job burnout of primary and secondary school teachers,analyzes the differences in demographic factors and variables,analyzes the causes and countermeasures according to the survey results and combined with existing studies,so as to create a psychological scientific research basis for the prevention and interference of job burnout of primary and secondary school teachers,and puts forward reasonable suggestions on this basis.Based on the interview method,this study conducted a survey of 172 primary and secondary school teachers in Changchun,Jilin Province who were given questionnaires on teacher burnout.The results showed that:(1)the mean value of teachers’ emotional exhaustion was 2.61,the mean value of deindividuation was 1.95,the mean value of self-accomplishment was 2.53,and the overall mean value of teachers’ burnout was 2.43.According to the data,the degree of teachers’ job burnout is close to moderate burnout,in which emotional exhaustion and self-achievement have a greater impact.(2)Multiple factors lead to teacher burnout,and different factors have different degrees of influence.By comparing the differences among teachers in demography,it is found that there are significant differences in different gender,different monthly salary,different professional titles,different teaching subjects and different working hours;(3)In demography,there is no significant difference or small difference in the aspects of different ages,different educational backgrounds,different teaching years,different marriage and childbearing conditions and whether to assume the role of head teacher.According to the existing theoretical research at home and abroad,the job burnout of primary and secondary school teachers is produced and developed under the common influence of multiple factors.The effective prevention and intervention measures should be the improvement of the combination of society and individuals at the same time,not only to improve the social organization environment,but also to improve the individual personality,cognitive ability,professional skills and work attitude.Therefore,this study analyzes the causes and countermeasures of teacher burnout from three aspects: society,organization and individual.At the social level,the strategies include detailing the tasks of education reform and revising related policies,enhancing social support,and transforming at the professional level(reducing social expectations,correctly viewing the perception of teacher occupation acceptance gap,clarifying multiple roles);The strategies at the organizational and school level include improving the effective performance appraisal system,creating a democratic organizational environment,improving the incentive mechanism,reducing the burden of teachers’ work,improving the humanized management level of teachers,increasing the psychological support for teachers,and improving the management ability of teachers to students.The personal level includes improving teachers’ psychological quality and self-regulation ability,improving teachers’ self-initiative,enhancing their awareness of professional independent development,improving professional knowledge and ability,rational diet and exercise.