The Relationship Between Secondary Vocational Teachers' Attribution Style For Students' Classroom Violations And Job Burnout: A Moderated Mediation Mode

With the increasing concern for the quality of education,teacher burnout has become a common concern in society.Secondary vocational education has a unique research value in the field of teacher burnout because of its special educational purpose and the uneven quality of student population.From the perspective of the sources of burnout stress among secondary vocational school teachers,the stressors from students cannot be ignored,which indicates that it is necessary to investigate the relationship between secondary vocational school teachers’ attributions to students’ problems and their own burnout.Based on the analysis and evaluation of relevant research results on teacher attribution,job burnout,anxiety and social support at home and abroad,this study proposes the purpose of the study,namely,to analyze the attitudes of secondary vocational school teachers in the face of students’ classroom discipline violations.Based on the style tendency and understanding of their job burnout,anxiety and social support status,this paper explores the influence of teachers’ attribution methods on students’ classroom disciplinary behavior on their job burnout level and the role of anxiety and social support in influencing the relationship.All the studies used the "Teacher Burnout Scale for Secondary Vocational Schools","Social Support Rating Scale","State-Trait Anxiety Scale" and "Teacher Questionnaire on Disciplinary Behavior in the Middle School Students".In the first study,480 teachers of secondary vocational schools in Qingdao were selected for investigation,and the statistical analysis of the relationship between four variables was carried out by means of difference test,correlation analysis,regression analysis and mediation effect test.In Study 2,30 qualified teachers were screened as subjects for experimental intervention to further verify the hypothesis model of Study 1.The following conclusions were drawn from the study:(1)There are significant gender differences in the level of job burnout and anxiety of secondary vocational teachers.(2)Secondary vocational teachers’ attribution of students’ classroom discipline violations is mainly internal attribution,that is,when teachers attribute students’ classroom discipline violations,they mainly look for the reasons from the teachers themselves.(3)There are significant differences in the social support level of secondary vocational teachers in the nature of the school and whether the teaching major is the same as the major.(4)The attribution of secondary vocational teachers to students’ classroom discipline violations has a significant ability to predict the level of anxiety and job burnout.The higher the score of external attribution biased towards students’ personality,students’ family,students’ knowledge level and other factors,the more serious the situation of job burnout.(5)The level of anxiety plays a partial intermediary role between the attribution style of secondary vocational school teachers facing students’ classroom discipline violations and job burnout.(6)The mediating effect of secondary vocational school teachers’ anxiety level on Teachers’ attribution of students’ classroom discipline violations and job burnout is regulated by social support.(7)The results show that group counseling can not only improve teachers’ attribution style,but also effectively reduce the level of anxiety and job burnout.