教师职业倦怠的现状及其影响因素外文翻译
教师职业倦怠英文演讲稿
Good morning/afternoon. Today, I would like to talk about a significant issue that affects countless educators worldwide: teacher burnout. As a profession dedicated to nurturing the minds of the future, teaching is often portrayed as a noble and rewarding career. However, the reality is that many teachers face immense pressure and challenges that can lead to professional burnout.What is teacher burnout? According to the World Health Organization, burnout is a syndrome characterized by chronic workplace stress that has not been successfully managed. It is characterized by three dimensions: emotional exhaustion, depersonalization, and reduced personal accomplishment. In the context of teaching, these dimensions can manifest in various ways.Firstly, emotional exhaustion refers to the feeling of being emotionally drained and overwhelmed. Teachers often work long hours, dealing with a myriad of challenges, including managing classrooms, meeting students' individual needs, and navigating bureaucratic hurdles. The constant demands can leave educators feeling emotionally exhausted, with little energy left to invest in their personal lives or their professional growth.Secondly, depersonalization refers to the development of a negative, cynical, and impersonal attitude towards students and colleagues. When teachers become burned out, they may find themselves becoming more critical and less compassionate. They may lose patience and feel indifferent towards their students, which can have a detrimental impact on the learning environment and the students' well-being.Lastly, reduced personal accomplishment is characterized by feelings of inefficacy and a sense of failure. Burnout can lead teachers to question their own abilities and value as educators. They may feel that their efforts are not recognized or appreciated, which can lead to a decrease in self-esteem and job satisfaction.Now, let's explore the factors that contribute to teacher burnout. One of the primary reasons is the overwhelming workload. Teachers are expected to juggle multiple responsibilities, including lesson planning,grading, parent-teacher meetings, and attending professional development workshops. The constant pressure to meet high expectations and achieve academic success can be overwhelming.Another contributing factor is the lack of administrative support. Many teachers feel that they are not adequately supported by their school administrators in addressing classroom challenges or advocating fortheir needs. This lack of support can exacerbate feelings of frustration and helplessness.Moreover, the lack of work-life balance is a significant factor contributing to teacher burnout. Long hours, high expectations, and the need to bring work home can make it difficult for teachers to maintain a healthy work-life balance. This imbalance can lead to stress, anxiety, and a decrease in overall well-being.To address teacher burnout, it is crucial to implement effective strategies and policies. Here are a few suggestions:1. Provide professional development opportunities: Offering ongoing training and support can help teachers develop the necessary skills to manage classroom challenges and maintain their well-being. These opportunities should focus on topics such as stress management, time management, and effective communication.2. Encourage work-life balance: Schools should promote policies that support work-life balance, such as flexible scheduling, telecommuting options, and limited after-school activities. By recognizing the importance of a healthy work-life balance, schools can help prevent burnout among their staff.3. Foster a positive school culture: Creating a supportive and collaborative environment is essential for reducing teacher burnout. Schools should encourage positive relationships among staff, provide opportunities for teachers to share their experiences and challenges, and recognize the hard work and dedication of their educators.4. Implement evidence-based interventions: Schools can implement evidence-based interventions, such as mindfulness training, yoga, andgroup therapy, to help teachers manage stress and improve their mental health.5. Strengthen administrative support: Administrators should be trained to understand the challenges faced by teachers and provide the necessary support. This includes addressing classroom issues, advocating for teachers' needs, and creating a positive working environment.In conclusion, teacher burnout is a significant issue that requires immediate attention. By understanding the causes and implementing effective strategies, we can help educators maintain their well-being and continue to make a positive impact on the lives of students. Let us work together to create a supportive and nurturing environment for our teachers, ensuring that they can continue to inspire and educate the next generation.Thank you.。
高职教师职业倦怠问题的探讨-2019年精选文档
高职教师职业倦怠问题的探讨:Higher vocational teacherlassitude is a kind of sentiments emerged as a failure state of emotional experience, attitude and behavior under long-term stress. The typical symptoms are low job satisfaction, enthusiasm and interest loss, and emotional alienation and indifference.Occupation lassitude is an occupational injury which seriously affects teachers and students' physical and mental health. The reasons lead to occupation lassitude are three aspects: social, personal, work environment from which to prevent or eliminate occupation lassitude.1所谓职业倦怠职业倦怠是指个体因不能有效地缓解工作压力或妥善处理工作中的挫折所形成的身心疲惫的状态,英文名称为“Occupational burnout”,是美国临床心理学家弗鲁顿伯格(H.J.Freudenberger)1974年首先提出来的,他认为职业倦怠是一种情绪耗竭的症状,当工作本身对个人的能力、精力以及资源要求过度,导致工作者长时间感到筋疲力尽、情绪枯竭时,就产生了职业倦怠。
职业倦怠其典型症状是工作满意度低、工作热情和兴趣的丧失以及情感的疏离和冷漠,教师职业倦怠是指长期工作在高度压力下的教师,在情绪、认知、行为等方面表现出精疲力竭、麻木不仁的状态。
教师工作中有倦怠现象调查报告范文
教师工作中有倦怠现象调查报告范文【中英文版】Title: Burnout Phenomenon among Teachers: A Survey Report SampleTitle: 教师工作中倦怠现象调查报告范文Content:The burnout phenomenon among teachers has been a concern in the educational sector for years.This report aims to provide an overview of the current situation and explore the possible causes and consequences of teacher burnout.一、现状调查显示,超过一半的教师表示在工作中曾经出现过倦怠现象,其中,初级教师和资深教师的比例相当。
此外,教师的工作量、工作环境以及社会期望等因素都可能导致教师倦怠。
The survey results show that more than half of the teachers have experienced burnout in their careers, with a similar proportion of junior and senior teachers.Moreover, factors such as workload, working environment, and societal expectations may contribute to teacher burnout.二、原因1.工作量大:教师需要完成教学、科研、辅导等多重任务,导致工作压力大。
1.Workload: Teachers are required to fulfill multiple tasks such as teaching, research, and counseling, which leads to high job stress.2.工作环境:部分学校的工作环境不佳,缺乏必要的教学资源和设施,影响教师的工作效率。
小学教师职业倦怠研究
4.1关于教师职业倦怠的总体概况的讨论
4.2关于教师职业倦怠的差异分析
4.3关于教师职业倦怠的因素分析
5教师职业倦怠的建议与策略
5.1加强教师队伍建设
5.2促进教师自身发展
5.3构建和谐社会教育体系
结语
参考文献
附录
致谢
部分参考文献
[1] Maslach C,Schaufei W B,Leiter M P.Job Burnout Annual Review of Psychology[ J]. 2001
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我的教师职业倦怠的现状、原因和消解对策
1、请结合专题所讲述内容,分析个人职业倦怠的现状、主要原因以及最有可能采用的调节策略。
我的教师职业倦怠的现状、原因和消解对策漾濞县苍西中学赵志坤通过“国培”学习,明白了一直困扰者自己的问题—职业倦怠,职业倦怠一词的英文名称为“job burnout”,原意为“燃烧待尽”,国际心理学大会将教师列为职业倦怠的高发职业,而我国自古就有“蜡炬成灰泪始干”的诗句来比喻教师是燃尽自己、照亮学生的“红烛”。
难道教师一定要燃烧待尽吗,难道教师就不能成为一支不熄灭的蜡烛吗?当蜡烛的火焰闪烁的时候,正是蜡烛燃烧待尽的信号,此时我们可否补充些燃料及空气,为从教补充些能量/资源,让蜡烛重新燃起照亮学生及他人的火焰,让我们充分体会这份职业给我们带来的充实与快乐?老师以如何让蜡烛持续燃烧为主线,结合大量的生动案例及权威的研究成果,创新性地从“闪烁的火焰——倦怠的辨别、重燃火焰——倦怠的恢复与预防”两方面给出了十余条操作性强、令人感悟的初中教师职业倦怠的有效调节策略。
下面就本人的一些实际情况结合这次培训,谈谈本人的职业倦怠的现状、原因和消解对策。
随着当今社会的迅速发展与竞争的日益加剧,世界各国把科学和教育的发展摆在最主要的位置,视教育为生产发展的首要因素。
因此教育在个人和社会的发展中承担着日益重要和艰巨的任务。
教育质量取决于教师素质,而制约教师素质的最重要的因素就是教师职业倦怠,它会慢慢消磨教师的积极性和主动性,使教师无法充分发挥,最终导致教育质量的下降。
在新的历史时期,针对教师的心理状态,探讨教师职业倦怠的原因,并寻求对策,已是刻不容缓。
本课题的学习具有重要的社会现实意义,对提高教育素质,促进教育的发展具有较高的指导价值。
直面教师的职业倦怠及相关问题,不仅具有一定的理论意义,也有一定的实践指导意义。
“职业倦怠是以个人为服务对象的职业领域中,个体的一种情感衰竭、人格解体和个人成就感降低的症状”。
职业倦怠包含了三个概念上的区别但实际上互相联系的成分:情感衰竭、个人成就感降低和去人性化。
教师职业倦怠研究外文文献翻译
文献信息标题:Study of the related factors of teachers' occupational tiredness作者:Marcus G期刊:Journal of communication disorders,页码:31-41第1卷,第2期年份:2016年原文Study of the related factors of teachers' occupational tirednessMarcus GAbstractTeachers' job burnout is a social issue of common concern to the current. To describe teachers due to long-term work pressure not effectively ease the mental and physical exhaustion, work ability, work enthusiasm is lost, increasingly indifferent to others, low job satisfaction a series of negative symptoms. This research results to some extent, enriched the theory of teachers' occupational tiredness, provides the support about teachers' job burnout empirical research. In practice, to reduce, eliminate and prevent teachers' job burnout provides operational stronger recommendations.Key words: Job burnout; Comparison; Emotional exhaustion1 IntroductionJob burnout (Job burnout) was first by the United States, a clinical psychologist in New York, deng's (Freidan Berger) in 2007 in the journal occupational psychology, as the study subject, by widespread attention around the world. The study found that in the 80 s job burnout is not only a question of research topic, also is everyone must face the problem. This is because of the job burnout, individuals, families, organizations and society at the expense of considerable. In recent years, the problem of teachers' occupational tiredness has become more and more aroused people'sconcern. Columbia University teachers college, a professor of psychology and education professional Barry Farber, teachers' job burnout is called "the crisis in education. In 2009, American education Association (National Educational Association; NEA) job burnout as education convention centre. A famous psychologist piaget all productive work must take some interest as a prerequisite for ", bacon also once said "interest is the best teacher". The working effect of high quality must work with full enthusiasm and potential interest in the premise of. However, with the development of the society, job burnout as a new "disease", are affecting the quality of work, it results in the decrease of work enthusiasm, the loss of interest in work, and is plagued by the general practitioners2 Summary of job burnout2.1 The conceptSome people think that job burnout is working too much load. Kratos think that job burnout refers to those services in helping people to work because of too much work time is too long, high strength, and ignore their own individual needs caused by a state of exhaustion. Also some scholars believe that job burnout is gradually in the process of work alienation and change. Beth (Blas) think, in the long term, under the pressure of the individual in the workplace could start to produce the shrinking or would not involved in the work, the final development leads to the physical, emotional and attitude of depletion, namely the formation of burnout.Some argue that job burnout is a mental and physical fatigue, haggard, a series of symptoms. Marla poetry and Jackson said to "person" as the object of work workers, often faces some uncertainty, and often emotional engagement on the parties, so their mood and energy to become exhausted, tired, exhaustion of body and mind and a series of symptoms. This definition was studied and discussed a lot of experts.In numerous literatures, Marla is the most widely quoted definition of poetry and Jackson, job burnout refers to "in the profession with the person of the service object, the individual of a kind of emotional exhaustion, to personalized (depersonalization or dehumanizing, namely and results (low personal accomplishment) symptoms. The feeling of" emotional exhaustion is refers to the individual's emotional resourceexcessive consumption, the emotion is in a state of extreme fatigue, work enthusiasm fully; to personalized refers to individuals in a negative, negative, to distance himself from the cold, excessive negative attitude towards the service object; effective sense refers to the individual feeling of competence and job satisfaction decline, negative evaluation of the tendency of the meaning and value of my own work.2.2 Definition of job burnout(1) Job burnout with job stress"Stress" is the result of physics terms, refers to the pressure, load on engineering and architecture, then use especially in the human hardship and adversity. The middle of the 19th century began to stress used in the field of biology and psychology. It generally refers to the body to the inside and outside environment of nonspecific reaction of various kinds of stimulus. Job stress is a concept related to job burnout, the difference is mainly in the following three aspects: first, stress is refers to the individual with short-term adaptation process of mental and physical symptoms. According to the stress of the resource theory, when the work environment of external factors on the individual requires more than individuals are effectively cope with resources, work stress is produced. And the collapse of job burnout is a stress adaptation stage, is the result of the long-term, continuous work stress; Second, the object scope of work and stress in broad, everyone may experience stress because of work, and only those who are high achievement motivation, have higher career goals or self expectation and reality gap bigger individuals is likely to experience the job burnout. Pace that those who want to experience from the importance of the work of the individuals are more likely to feel job burnout, and for individuals in the work didn't expect to experience stress fatigue is just work, not job burnout; Third, job burnout and work stress of the most significant differences on the individual's attitude and behavior. Job burnout include individual treatment of service object, organization and the job itself the negative attitude and behavior of the formation and development; Work stress is not necessarily associated with the change of attitude and behavior. It seems that job burnout can be seen as special, long-term, has the multifaceted nature of work stress, and contains the negative attitude and behavior usually occurs inindividuals with high achievement motivation.(2) Job burnout and work stressJob burnout since this concept is put forward, the researchers for their uniqueness. In a lot of concepts related to job burnout, job stress is one of the most mentioned. Although very researchers agree on a long-term work pressure, job burnout as Herman considered job burnout is an extreme form of work pressure, pressure reaction products are incompatib le. Marla’s poem also described job burnout as emotional exhaustion, to personalize and effective, a stress response. But working pressure itself does not necessarily lead to job burnout, only individuals under working pressure for a long time, can't release, during and after the no buffer resources, get support system help, those who do not adjust pressure will evolve to job burnout. Therefore, job burnout is by no means simple instead of working pressure, has essential difference between the two.(3) The job burnout and depressionClosely related to job burnout and depression and studies have shown that depression and job burnout of emotional exhaustion dimension has the high correlation. Mr. Deng's view is that job burnout with job, directivity has obvious situation, on the contrary, depression exist in every field of life, universal. His views in barker depression and job burnout research confirmed. Barker says, "compared with depression, job burnout has strong interpersonal and directivity and situational specificity." At the same time, job burnout has certain infectious, this with depression exists obvious difference. And what is more, although depression and job burnout of emotional exhaustion dimension has the high correlation, but grass and glossy in 18 are reviewed at the same time, including the research of job burnout and depression pointed out: after burnout and depression is not the same kind of agitated state of two different nouns. In the case of considering the depletion of emotional factors, they are really explaining common variants, but the results do not show that they have completely unified structure.3 Teachers' job burnoutFor individual causes of job burnout, however, in recent years, research hasconfirmed Social background, organization; individual teacher and life factors have a lot to do with job burnout.3.1 Social rootAs the social education hold high expectations, so the teachers of higher social expectations. Because the teacher. Bearing the important task of cultivating talents is pass history and culture. In today's commodity society at the same time, the value idea has become increasingly diverse principals, parents, students and the social from all walks of life increasingly divided expectations of teachers. Under the expectations of many, teaching, division of work pressure is growing.3.2 Organization roots(1) Students.In 2009 the United States education association (NEA) poll found that three out of four teachers surveyed think discipline has a great influence on the efficiency of their teaching, discipline students difficult has become the main factor of teacher stress and burnout. With the change of the society, the students' problem behavior is increasingly serious, the teacher must spend double time and energy to deal with the problems of students.(2) Workload.The expansion of the class size, too many exams and paper work also greatly increase the teachers' work load, so as to bring their sense of ennui. They struggle to cope with daily routine work, the working condition for teachers' life, body, and their ability to cope with work every day will have certain influence.(3) The role conflict and role ambiguity.Some scholars Ruth can step tile cloth with Ryan 2009 thinks, in terms of organization, significant influencing factors of job burnout is a role conflict and role ambiguity. When individuals face the conflict situation and are expected to make a role behavior, role conflict will appear. At this time, if the individual can't properly to reconcile this discord, pressure will arise. Role ambiguity refers to the individual because of its professional rights, obligations and responsibilities of the lack of a clear, consistent understanding and feel to work is not up to. The role of fuzzy is also easilylead to stress.(4) The degree of freedom and autonomy.Mr. Schwab and other scholars in 2010 found that the following cases, teach evening tired feeling will reduce a lot of money. First, when individual teacher feel in teaching there is more freedom and more autonomy. Second, when the teacher is sure that they will be able to participate in the school decision. Third, when teachers feel that their school organization has a reward is distinct for teachers teaching incentive mechanism.(5) Social supportIn the context of teachers' work the lack of an effective social support network is proved and the teachers' job burnout has a direct relationship. The study found that in this kind of social support system, from the support of colleagues is from administrative matters more. Effective supporting organizations should include some people like this: they will be able to give a person with emotional comfort. To provide work related support. The technical challenge is in order to promote the growth of the individual.3.3 The root cause of personal backgroundAmerican scholar McLean Thayer, road, found that those who believe that teachers are more likely to have burnout control due to the outside world. They generally believe in luck, fate, believe that a more powerful external force is responsible for what happened to them. There are also some scholars believe that when some senior teachers feel they need to be able to be met in the work, they rarely produces burnout. Senior needs to include self-actualization and self-esteem. In addition, some personal background factors associated with burnout level. Studies have found that male teachers than female teachers are more likely to have burnout, junior middle school and high school teachers from a primary school teacher pressure is bigger, single teachers than married teachers' burnout level higher, school teachers teach in major cities of the tired feeling stronger.译文教师职业倦怠相关因素研究Marcus G摘要教师职业倦怠是当前普遍关注的一个社会问题。
教师职业倦怠的影响因素及干预策略
教师职业倦怠的影响因素及干预策略作者:陈瑞来源:《文教资料》2010年第15期摘要: 教师是职业倦怠的高发群体之一。
本文分析了教师职业倦怠的内在和外在环境方面的成因,从社会支持系统、学校教育环境和教师个人调适方面探讨了教师职业倦怠的预防策略。
关键词: 教师职业倦怠影响因素干预策略职业倦怠(job burnout),又称工作倦怠,由Freudenberger于1974年首次提出,用来描述服务于助人行业中的个体在面对过度工作要求时所产生的身体和情绪的极度耗损状态[1]。
后来,Maslach把工作倦怠定义为服务于助人行业的从业者因为不能有效地应对工作上持续不断的压力而产生的一种包括情绪衰竭(emotional exhaustion)、去个性化(depersonalization)和个人成就感低落(reduced personal accomplishment)在内的综合症状[2]。
教师属于助人行业,也是经受压力最多的职业之一,因此教师成为职业倦怠的高发人群。
美国教师协会在1983年的关于教师职业倦怠之研究中指出,教师是职业倦怠的高发人群,有37.5%的教师有严重的职业倦怠。
2004年12月6日中国人力资源开发网发布的中国“工作倦怠指数”调查显示,50.34%的教师存在不同程度的职业倦怠。
教师职业倦怠不仅影响了教师的身心健康,而且影响了学校教学质量的提高和学生的未来发展。
因此,研究教师职业倦怠的影响因素,提出适当的干预措施和自我调适方法极其重要。
一、教师职业倦怠的影响因素(一)教师职业倦怠的内在影响因素处在工作环境中的人们不是简单地做出反应,他们会把自己独特的个性品质带到工作中去,这些个人因素包括一些人口统计学变量、人格特性、与工作有关的态度等。
1.人口学变量人口学因素主要涉及年龄、性别、婚姻状况、教育程度等方面。
研究表明,倦怠容易发生在教师生涯的早期,即年轻教师比年长教师更容易体会到倦怠;未婚教师比已婚教师,受教育程度高的教师相对于教育程度低的教师更易于发生职业倦怠[3]。
小学教师职业倦怠调查研究外文翻译开题报告
开题报告一、所在研究领域的历史和现状,前沿的主要问题(一)职业倦怠的研究历史和现状对于职业倦怠,理论界已经做了大量的研究,许多专家和学者都从不同的角度和切入点就这个问题进行了深入的探讨和研究。
这些研究成果对此次针对富阳市小学教师进行的职业倦怠实证研究有十分重要的指导意义和借鉴作用,为了解富阳市小学教师职业倦怠的现状提供了很大的理论帮助。
Ricken(1980)、Maslach&leiter(1997)、刘维良(1999)、孙红(2009)等均对职业倦怠的概念进行了界定。
大致可以归纳为职业倦怠是个体的一种情感耗竭、去个性化和成效感的症状。
但是因为切入的点不同,每个人提出的概念也不尽相同。
长期以来,关于职业倦怠的定义和内涵众说纷纭,至少有15种定义的存在。
职业倦怠从前人的研究中我们可以看出,其影响的相关因素的研究主要集中在心理健康、社会支持和应对方式、人格因素方面。
其中,研究职业倦怠与社会支持和应对方式的研究居多,对个性和人格方面的因素与职业倦怠的研究集中在归因和教学效能,较为单一。
20世纪70年代末由弗登伯格(Freudellberger)提出职业倦怠的概念开始,进入了对职业倦怠的探索研究阶段。
20世纪80年代初大部分学者对职业倦怠开始了实证研究阶段。
对于倦怠的原因、症状、后果以及干预问题都进行了较为深入的研究。
进入20世纪90年代,实证研究逐渐深入,进入了整合研究阶段。
本阶段学者们开始采用较为复杂的研究方法和统计工具,如结构方程、追踪研究,以探讨个体及组织因素对职业倦怠的影响,以及职业倦怠各维度之间的内在联系,并试图整合构建一个完整的职业倦怠的理论模型,以期在实证研究中进一步得到检验。
(二)小学教师职业倦怠的研究历史和现状对于小学教师的职业倦怠的研究,有比较多的文献可以查阅。
这些研究成果对了解小学教师职业倦怠的发展历史,分析小学教师的工作特性提供了很大的帮助。
1杭州市教育研究所2001年对杭州市31所中小学教师的调查表明,有13.25%的教师不太喜欢或很不喜欢自己的职业;有50.8%的教师表示如果有机会会考虑换工作。
国内外教师职业倦怠研究现状述评
国内外教师职业倦怠研究现状述评【摘要】国内外学术界有关教师职业倦怠及其相关问题的研究,主要是立足于心理学、教育学、社会学三大学科的视角,涵盖幼儿园教师、小学教师、中学教师、高校教师四大领域,其研究内容大多集中于教师职业倦怠的内涵与价值、过程模式、影响因素、测量工具及在工作环境中的应用等方面。
与国外研究相比,国内研究在内涵界定、研究方法、研究内容与范围等方面存有不足。
【关键词】职业倦怠;教师;国内外;述评【Abstract】The Research on teacher burnout and related issues within and outside academia, mainly based on the three perspective of psychology, education, sociology, covers four areas of kindergarten teachers, primary school teachers,secondary school teachers, college teachers, most of its research focuses on teacher burnout meaning and value, process models, aspects influencing factors, measurement tools and applications in the work environment,etc. Compared with overseas research, domestic research has insufficient in the connotation, research methods, and other aspects of the content and scope.【Key words】Burnout; Teachers; Abroad; Review“职业倦怠”一词最早是由美国纽约临床心理学家弗登伯格(Freudenberger)于1974 年在《职业心理学》杂志上提出的,该课题一经提出,便被世界各国广泛关注。
教师职业倦怠的成因与对策分析
教师职业倦怠的成因与对策分析作者:陶梅来源:《读写算·素质教育论坛》2015年第05期中图分类号:G635.1文献标识码:A 文章编号:1002-7661(2015)05-0013-02职业倦怠是20世纪70年代美国临床心理学家在研究职业压力时提出来的一个概念。
Maslach认为,“职业倦怠是指那些需要连续不断地与他人互动的人际服务业者在经历长期压力下的一种行为反应,它由情感衰竭(emotional ex-haustion)、非人性化(depersonalization)和低个人成就感(re-duced personal accomplishment)三个成分组成”。
国内外的许多研究都表明:教师职业是一个压力来源较多、压力强度较大的职业,因而不可避免地产生工作倦怠现象。
它是由于教师长期工作在压力的情景下,工作中持续的疲劳及相处中各种矛盾、冲突而引起的挫折感加剧,最终导致在情绪、认识、行为等方面表现出精疲力竭、麻木不仁的高度耗神和紧张状态。
职业倦怠作为一种典型的职业病直接导致了教师工作效率下降、缺勤、离职,对教师的身心健康造成不利影响,并对学生产生直接、消极的影响,甚至波及整个社会,必须高度重视。
一、教师职业倦怠症的形成原因1.教师社会地位和待遇偏低教师工资待遇的长期偏低、社会地位不高,从而导致许多教师感觉自卑、无奈和无助。
虽然近年来教师待遇在一定程度上有所改善,但有关提高教师待遇的一系列规定并未得到很好落实,教师的地位并未得到根本性改善,多数教师的生活并不富裕,还要承受一定的经济压力,生活重压之下,有门路的教师纷纷改行,没门路的无奈之下只好从教。
教师是社会上普通而又平凡的一员,不可否认,在一定程度上,教师的工作积极性与其待遇是成正比关系的。
教师的社会地位和经济收入与其他职业相比,其职业劳动付出与回报形成较大反差,容易产生矛盾、失衡心态。
2.职业压力日增激烈的社会竞争已成为当今社会的鲜明特征,教师职业也不例外。
小学教师职业倦怠调查研究外文翻译
小学教师职业倦怠调查研究外文翻译原文1A study on primary school teacherteacher burnout levels………DefinitionThe most commonly accepted definition of burnout is the three dimensional one by Maslach et al. (1986). According to this, bumout is a three dimensional term which includes the emotional exhaustion, apathy and decrease in personal success which is often seen in people who work face to face with others (Maslach and Jackson, 1986; Qtd. In Aksoy, 2007,8). What is important here is that bumout is a continuous variable and that individuals should not be classified as all or nothing (Girgin and Baysal, 2005,4). Studies have shown that burnout is an individual concept, contains a negative emotional experience and is based on a chronic uninterrupted emotion. It is differentto a transient feeling of tiredness which disappears after a time. Possible to appear at different stages of work life, burnout has the characteristics of a continuous negative emotional reaction (Shirom, 1989; Qtd. in Vizh, 2005, 11). Burnout is a stress equation and an invasive process. It has been related to people's expectations and usually emerges as a result of a big mismatch between unrealistic expectations and real life (Tiimkaya,1996,11). In professions with intense face to face human relations, such as the medical profession, teaching and management, burnout is more frequent due to the nature of the work (Schwab & Iwanicki, 1982; Qtd. in Vizh, 2005,12). Teacher burnout is an example of a negative reaction against stressful instructional conditions, students, and lack of administrative support (Seidman and Zager, 1986-197; Qtd. In Tümkaya, 1996,27). Farber (1984) maintains that burnout results from discipline problems, student apathy, crowded classrooms, compulsory appointments, role conflict and criticism of teachers (Qtd. In Altay, 2007, 33). The emergence and spread of teacher burnout may also result from the educational philosophy which changes in line with social, economic and technological developments. While educators were a strong element shaping educational decisions and supported by the society until 30-40 years ago, this started to change particularly from the mid-70s and the effect of educatorsdecreased (Iwanicki, 1983; Qtd. in Gündüz, 2005, 154). Personal variables that may cause burnout include the teacher's age, gender, marital status, education level, length of work, time spent in the last workplace (Johnson, Gold and Knepper, 1984; Qtd. in Aksoy, 2007,20), experience, whether teaching is perceived as a rewarding job, and self perceptions about the effectiveness of one's teaching.AimThe aim of this study is to determine teacher bumout in primary schools around the Turkish Republic of Northem Cypms. Answers to the following questions were sought.1. Do primary school teachers' burnout levels differ meaningfully with respect to gender?2. Do primary school teachers' burnout levels differ meaningfully with respect to marital status?3. Do primary school teachers' burnout levels differ meaningfully with respect to with respect to selection of the profession?MethodStudy ModelThis study followed the descriptive scanning method. Such studies determine the relationships between variables examining events, objects, entities, institutions, groups and various fields (Kaptan, 1973, 175). Therefore, this study attempts to determine teacher burnout levels with respect to certain variables.Population and SampleThe study population included the 1482 teachers who were working at the 98 schools affiliated to the Ministry of National Education and Culture in Lefko§a, Gime, Gazimagusa and Güzeiyurt during the 2007-2008 academic year (). The sample comprised 196 teachers from 14 of these schools which were selected randomly. As the sample gets bigger, its reliability increases. This depends on group size. If the group or population does not exceed several hundred, a 50% sample is necessary. If it reaches thousands, a sample of 10% or less might be satisfactory (Karata§, 1984,97). The current study reached 13% of the population.Data CollectionTwo instruments were used in data collection:1. Personal Information form,2.Maslach Burnout Inventory. The former was designed by the researcher. It included questions about the participating teachers' gender, age, marital status, length of employment, time spent at the school of employment, the program they graduated from, weekly contact hours, economic status perception and whether they chose the profession on their own will. At the end of the form, there were two open-ended questions asking the rewarding and challenging aspects of teaching. It had a total of 11 questions, including the two open-ended items.Validity and Reliability of the InventoryThe reliability study of Maslach Burnout Inventory was determined by Kuder-Richardson 20 formula and the halving techniqueFindings and InterpretationsThe gender distribution of participating teachers were as follows: 56,6% females, 43,4% males. Of these, 70,4% were married and 29,6% were single. The percentage of teachers who had been working between 1-5 years was 28,6%; 6-10 years was 28,1%; 11-15 years was 25%, and 16-20 years was 12,2%.SuggestionsThe analyses showed that female teachers may be more prone to bumout due to feelings of desperation at work, disappointment and exhaustion at the end of the day. Therefore, the schedules of female teachers and their tasks at schools may be reconsidered. This would be especially relevant for Turkey where the culture gives females, and particularly married females, more family responsibilities.In order to avoid feelings of professional despair, teachers need to follow technological advancements and the developments in the field. They also need rigorous in-service training. This should be provided on an equal-opportunity basis.Excessive teaching load may lead to an increase in apathy levels, showing that reducing teaching hours and giving teachers more time for themselves may help reduce their apathy.The results have also shown that when teachers choose the profession willfully, they experience less bumout. Therefore, the profession should be made more attractive and those who really want to teach should be hired to fill open positions. Otherwise, there will be much higher bumout levels in the teaching profession.………Author: Ozan Mukadder BoydakNationality: TurkeyOriginate from:Education, v129 n4 p692-703 Sum 2009译文1关于小学教师职业倦怠水平的调查研究………小学教师职业倦怠定义职业倦怠最普遍接受的定义是由马斯拉奇等(1986)确认的三维定义。
职业倦怠一词的英文名称为
调节教师职业倦怠职业倦怠一词的英文名称为“job burnout”,原意为“燃烧待尽”。
而我国自古就有“蜡炬成灰泪始干”的诗句来比喻教师是燃尽自己、照亮学生的“红烛”。
这是对教师这个职业何等悲壮的说法难道教师一定要燃烧待尽吗,难道教师就不能成为一支不熄灭的蜡烛吗?我觉得教师并不是为了燃烧而是要带来光明,教师也可以不用作为“红烛”那么悲壮,只要那份光亮依然在。
但当教师从教时间长6-10年谷底最容易出现职业。
“职业倦怠症”又称“职业枯竭症”,它是一种由工作引发的心理枯竭现象,是工作者在工作的重压之下所体验到的身心俱疲、能量被耗尽的感觉,这和肉体的疲倦劳累是不一样的,而是缘自心理的疲乏。
著名心理学家罗伯特说:“压力就如一把刀,它可以为我们所用,也可以把我们割伤。
那要看你握住的是刀刃还是刀柄”。
压力作为一种刺激反应的产物,会对人体产生积极或消极的影响,理论与实践均证明,教师对学生的影响是深刻的、长期的、潜移默化的,在一定程度上,教学改革决定于教师的所作所为。
教师心理健康不仅有利于教师在职业生涯上的发展,而且有利于教师自身身体健康、生活幸福、造福于他人和社会。
为此,我校认真组织了一次教师职业倦怠问题的调查研究,通过发放调查问卷、个别交心谈心,梳理出了我校教师目前的思想政治状况,现就问题的成因及对策谈谈个人肤浅的看法。
一、教师职业倦怠的主要表现教师职业倦怠是指教师由于精神和精力变得枯竭,而对教育教学工作产生的消极和疏离状态。
典型症状为工作满意度低、工作热情和兴趣的丧失以及情感的疏离和冷漠。
1、对他人的态度去个性化,表现为对工作失去了兴趣,缺乏工作的热情和创新力,开始认为工作毫无意义,毫无价值,只是枯燥乏味、机械重复的繁琐事务。
逐渐对学生失去爱心和耐心,并开始疏远学生,备课不认真甚至不备课,教学活动缺乏创造性,并过多运用权力关系(主要是奖、惩的方式)来影响学生,而不是以动之以情、晓之以理的心理引导方式帮助学生。
教师职业倦怠
浅谈教师职业倦怠及其解决方法“倦怠”(burnout)有时翻译成“枯竭”。
原指耗竭、燃尽。
而“职业倦怠”最早使用是1974年美国精神分析学家Berger,他将它使用在心理健康领域,用来特指从事助人职业的工作者由于工作的要求,需要持续的情感付出,在人际互动过程中,各种矛盾冲突引起的挫折感加剧,最终导致在情绪、情感和行为等方面的身心耗竭的状态。
所以我认为职业倦怠是个体无法应付外界超出个人能力和储备的过度要求而产生的身心耗竭状态,是个体在社会期望值以及个体内在的期望值过高而客观实际又达不到预期目标所产生的失望的情绪、疲惫的心态。
美国科学家Maslash 等人提出了职业倦怠三维度模型:1.情绪衰竭(emotional exhaustion)这是个体对压力的评估,个体的情绪和情感处于极度疲劳状态,疲劳、烦躁、易怒、过敏、情绪紧张,工作热情完全丧失。
2.非人性化(depersonalization)这是个体对他人的评估,个体以消极否定、麻木不仁的态度对待服务对象。
3.低个人成就感(reduced personal accomplishment)这是个体对自我的评估,个体对自己工作的意义与价值的评价降低。
教师正是职业倦怠大军中的主要组成部分。
我认为究其本因是社会对教师的期望高,希望能把孩子放心地交给教师,让老师将孩子培养成才而造成的。
众所周知,影响孩子成长的因素是复杂多变的。
没有社会支持、家长配合,可以说教师将无能为力。
教师的工作是复杂繁重的脑力劳动,教师对自己的专业发展、经济收入、社会地位等的期望也比较高;现实与理想却有很大距离。
慢慢地,教师就会感到生活乏味、事业失望、精神疲惫、认知冲突……所以教师职业倦怠是内外不和谐、期望与实际矛盾下的产物:渴望快乐却感受平淡、渴望成功却感受平凡、渴望激情却感受平庸,教师采取了一种消极的自我防卫方式来适应这种不平衡。
长期的压力体验使教师产生了情感、态度和行为的衰竭状态。
并且不同年龄和不同职称的教师职业倦怠的情况也有很大的区别。
小学教师职业倦怠状况及相关影响因素分析7(最新整理)
(1)开展了大量关于教师职业倦怠的实证研究,得到了丰富的研究成果,形成了 关于教师职业倦怠的一些理论。①习得性无助理论。该理论由 Meicher 提出,他认为 当个体一再受挫时,个体会变得无所适从,转而陷入一种观望的状态,形成无助感, 从而产生职业倦怠。②资源保存理论——从需求和平衡的角度来解释职业倦怠的机 制,当个体特定的资源或工作要求无法满足、无法得到预期的回报时,个人就会产生 职业倦怠。这些研究使人们了解了教师职业倦怠,引起了人们对教师职业倦怠的重视, 为人们研究教师的职业倦怠提供了一个综合性的思路。
(3)不仅对职业倦怠进行理论研究,而且开展大量实证调查,将定性研究和定 量研究相结合。1999 年底,国家中小学心理健康教育课题组对辽宁省 14 个地市 2292 名教师抽样检测。2002 年,教育部社政司委托孙蚌珠教授主持了“普通高校“两课” 青年教师(45 岁以下)队伍状况研究”。从这些研究的结果可以看出我国教师的职业倦 怠状况不容乐观,预防和缓解教师的职业倦怠已经成为刻不容缓的事情。
2
一 文献综述
业倦怠。教师的控制点和职业倦怠也存在显著的正相关。教师越多的表现为外控,职 业倦怠就会越重。相反教师的内控倾向有助于缓解教师的职业倦怠。刘晓明的研究表 明,教师的教学效能感越低,职业倦怠越严重。Brissie、Glickman 等通过研究发现, 教学效能感能够预示教师的职业倦怠水平,低教学效能感的教师,其职业倦怠的程度 较高,最易离开教师行业。
3.教师职业倦怠的成因
已有研究中,教师职业倦怠原因总结起来主要包括四个方面: (1)组织根源 学校各方面的环境对教师职业倦怠有很大的影响。学校的管理体制和学校的社会 支持、管理风格对教师职业倦怠影响较大。有研究发现,当教师感受到学校对教师教 学赏罚分明,工作有自由度和自主权,并且自己能参与学校决策时,教师职业倦怠就 会降低。学校领导、同事、家庭成员以及学生支持都会影响教师的工作倦怠。另外, 学生的厌学、逃学、辍学、不良行为等也影响着教师职业倦怠。 (2)个人根源 国内外大量学者已经通过调查研究证实,教师的人格特征、教学效能感以及教师 的心理健康状况都会影响教师的职业倦怠。我国学者徐富明、朱从书、黄文锋等通过 研究发现,教师的职业倦怠和自尊存在显著的负相关关系,高自尊的教师易于缓解职
小学教师职业倦怠调查研究外文翻译
小学教师职业倦怠调查研究外文翻译外文翻译原文1A study on primary school teacherteacher burnout levelsDefinitionThe most commonly accepted definition of burnout is the three dimensional one by Maslach et al 1986 According to this bumout is a three dimensional term which includes the emotional exhaustion apathy and decrease in personal success which is often seen in people who work face to face with others Maslach and Jackson 1986 Qtd In Aksoy 20078 What is important here is that bumout is a continuous variable and that individuals should not be classified as all or nothing Girgin and Baysal 20054 Studies have shown that burnout is an individual concept contains a negative emotional experience and is based on a chronic uninterrupted emotion It is differentto a transient feeling of tiredness which disappears after a time Possible to appear at different stages of work life burnout has the characteristics of a continuous negative emotional reaction Shirom 1989 Qtd in Vizh 2005 11 Burnout is a stress equationand an invasive process It has been related to peoples expectations and usually emerges as a result of a big mismatch between unrealistic expectations and real life Tiimkaya199611 In professions with intense face to face human relations such as the medical profession teaching and management burnout is more frequent due to the nature of the work Schwab Iwanicki 1982 Qtd in Vizh 200512 Teacher burnout is an example of a negative reaction against stressful instructional conditions students and lack of administrative support Seidman and Zager 1986-197 Qtd In Tümkaya 199627 Farber 1984 maintains that burnout results from discipline problems student apathy crowded classrooms compulsory appointments role conflict and criticism of teachers Qtd In Altay 2007 33 The emergence and spread of teacher burnout may also result from the educational philosophy which changes in line with social economic and technological developments While educators were a strong element shaping educational decisions and supported by the society until 30-40 years ago this started to change particularly from the mid-70s and the effect of educators decreased Iwanicki 1983 Qtd in Gündüz 2005 154 Personal variables that may cause burnout include the teachers age gender marital status education level length of work time spent in the last workplace Johnson Gold and Knepper 1984 Qtd in Aksoy 200720 experience whether teaching is perceived as a rewarding job and self perceptions about the effectiveness of ones teachingAimThe aim of this study is to determine teacher bumout in primary schools around the Turkish Republic of Northem Cypms Answers to the following questions were sought1 Do primary school teachers burnout levels differ meaningfully with respect to gender2 Do primary school teachers burnout levels differ meaningfully with respect to marital status3 Do primary school teachers burnout levels differ meaningfully with respect to with respect to selection of the professionMethodStudy ModelThis study followed the descriptive scanning method Such studies determine the relationships between variables examining events objects entities institutions groups and various fields Kaptan 1973 175 Therefore this study attempts to determine teacher burnout levels with respect to certain variablesPopulation and SampleThe study population included the 1482 teachers who were working at the 98 schools affiliated to the Ministry of National Education and Culture in Lefko§a Gime Gazimagusa and Güzeiyurt during the 2007-2008 academic year com The sample comprised 196 teachers from 14 of theseschools which were selected randomly As the sample gets bigger its reliability increases This depends on group size If the group or population does not exceed several hundred a 50 sample is necessary If it reaches thousands a sample of 10 or less might be satisfactory Karata§ 198497 The current study reached 13 of the population Data CollectionTwo instruments were used in data collection1 Personal Information form2Maslach Burnout Inventory The former was designed by the researcher It included questions about the participating teachers gender age marital status length of employment time spent at the school of employment the program they graduated from weekly contact hours economic status perception and whether they chose the profession on their own will At the end of the form there were two open-ended questions asking the rewarding and challenging aspects of teaching It had a total of 11 questions including the two open-ended itemsValidity and Reliability of the InventoryThe reliability study of Maslach Burnout Inventory was determined by Kuder-Richardson 20 formula and the halving techniqueFindings and InterpretationsThe gender distribution of participating teachers were as follows 566 females 434 males Of these 704 were married and 296 were single Thepercentage of teachers who had been working between 1-5 years was 286 6-10 years was 281 11-15 years was 25 and 16-20 years was 122 SuggestionsThe analyses showed that female teachers may be more prone to bumout due to feelings of desperation at work disappointment and exhaustion at the end of the day Therefore the schedules of female teachers and their tasks at schools may be reconsidered This would be especially relevant for Turkey where the culture gives females and particularly married females more family responsibilitiesIn order to avoid feelings of professional despair teachers need to follow technological advancements and the developments in the field They also need rigorous in-service training This should be provided on an equal-opportunity basisExcessive teaching load may lead to an increase in apathy levels showing that reducing teaching hours and giving teachers more time for themselves may help reduce their apathyThe results have also shown that when teachers choose the profession willfully they experience less bumout Therefore the profession should be made more attractive and those who really want to teach should be hired to fill open positions Otherwise there will be much higher bumout levels in the teaching professionAuthor Ozan Mukadder BoydakNationality TurkeyOriginate fromEducation v129 n4 p692-703 Sum 2009译文1关于小学教师职业倦怠水平的调查研究小学教师职业倦怠定义职业倦怠最普遍接受的定义是由马斯拉奇等1986确认的三维定义根据这种情况职业倦怠是一个三维的术语包括情绪衰竭情感淡漠和减少个人的成功这经常出现在工作时与别人面对面的人身上马斯拉奇和杰克逊1986QTD索伊20078 这里重要的是职业倦怠是一个连续变量个人不应该被列为全有或全无吉尔金贝索尔20054研究已经表明倦怠是一个单独的概念包含一个负的情感体验而且这个概念建立在一种慢性不间断情感的基础上它同一段时间后就会消失的短暂的疲劳感不同倦怠可能出现在工作和生活的不同阶段职业倦怠有一个特点那就是持续的负面情绪的反应Shirom1989QTDVizh200511倦怠是一个压力方程和入侵过程它已涉及到人们的期望并通常出现的结果一个大的不切实际的期望和现实生活之间的不匹配Tiimkaya199611在激烈的人与人之间的面对面的关系如医疗行业教学与管理的专业职业倦怠更频繁教师的职业倦怠证明了消极的反应对紧张的教学条件学生以及缺乏行政支持塞德曼扎格1986-197 QTD在Tümkaya199627法伯1984认为工作倦怠来自纪律问题学生的冷漠拥挤的教室强制任命角色冲突和批评教师教师职业倦怠的出现和蔓延也可能来自于社会经济和科技发展变化下的教育理念从30至40年前开始教育是一个形成教育决策和社会支持的重要元素这一切特别是从70年代中期开始改变并且导致了教育工作者的减少Iwanicki1983年QTD京迪兹2005154可能会导致工作倦怠的个人变量包括教师的年龄性别婚姻状况教育程度工作年限在上一份工作上所花费的时间经验教学是否被认为是一项很有意义的工作和教学有效性上的自我观念本研究的目的是什么决定了在土耳其共和国北Cyprus周围的小学中教师的倦怠以下问题需要被回答1小学教师的职业倦怠水平受性别的影响有多大2小学教师的职业倦怠水平受婚姻状况的影响有多大小学教师的职业倦怠水平受专业选择的影响有大方法研究模型本研究遵循的描述的扫描方法这些研究的变量有事件对象实体机构团体和各个领域之间的关系因此本研究试图确定教师职业倦怠的水平受特定变量的影响Kaptan1973年175人群和样本研究对象包括1482名教师在2007-2008学年分别在LefkoGIMEGazimagusa和Güzeiyurt隶属于国民教育和文化部下属的98所学校的教师工作样本包括196 名随机选择自14所以上学校中的教师由于样本变大了它的可靠性增加这取决于样本团队的大小倘本集团或人口不超过几百个50%的样品是必要的如果它达到数千10%或更少的样品可能会对令人满意目前的研究达到了整体人群数量的13%数据采集信息收集的两个要点comach倦怠量表前者是由研究人员设计的它包括了参与教师的性别年龄婚姻状况受聘时长花费的时间他们毕业的专业每周工作时长经济状况以及他们是否选择了自己喜欢的专业在表格的街尾有两个主观题问的是教学的奖励和挑战性一共有11个问题其中包括了两个开发式主观题统计的有效性和可靠性统计的可靠性研究是由库德 - 理查德森20式和减半技术的可靠性研究决定的调查结果及诠释参与的教师性别分布情况如下566%为女性434%为男性其中704%是已婚296%为单身已经工作1-5年之间的教师的比例为286%6-10年为281%11-15年的为25%而16至20年的为122%建议分析结果表明女教师可能更容易产生倦怠因为工作时压迫感和疲惫绝望因此学校里女教师的任务和时间表需要重新考量这尤其是针对土耳其女性因为土耳其文化给女性尤其是已婚的女性更多的家庭责任为了避免专业感的消失教师需要遵循在该领域的技术进步和发展他们还需要严格的在职培训这应该是建立在一个机会均等的基础上教学负荷过大可能会导致冷漠的水平增加减少教学时间让教师有更多的时间留给自己可能有助于减少他们的冷漠结果还表明当教师遵从自主意见选择专业他们会经历较少的倦怠因此行业应更具吸引力那些真正想教书的应该填补现有的空缺否则他们会有更多的倦怠感作者com国籍土耳其出处教育科学期刊论文2009129第692–703页Burnout among New Zealand Primary School TeachersThis study examined factors relating to levels of job burnout in a sample of 386 New Zealand teachers and principals at 47 Auckland North Shore primary schools The results confirmed the construct validity of the Maslach Burnout Inventory and showed that thest teachers recorded significantly higher scores on the MBI emotional exhaustion subscale than a normative sample of United States teachers The nature of thesedifferences and implications of the findings for reducing work stress among teachers are discussedRecent research has shown that a number of key school culture variables are associated with teacher burnout These include 1 increased drive for measurable goal achievement imposed on teachers by school administration 2 the lack of trust in teachers professional adequacy 3 circumscribing school culture and 4 disagreeable physical environments to work in In New Zealand educational reforms over the past decade have placed increased pressures on schools by requiring them to operate as self-managed organizations working under charter to the Ministry of Education One effect of this is that school staff often have responsibilities for financial and resource management as well as for the delivery of the curriculum to a specified standard Schools are held accountable to the Ministry through a stringent evaluation process administered by the Education Review OfficeThe present research was designed to explore substantive issues relating to levels of burnout among New Zealand primary school teachers The aims of the study were threefold 1 to confirm the factory structure of the most commonly used measure of burnout the Maslach Burnout Inventory MBI in this sample 2 to examine differences in burnout associated with variations in demographic and occupational variables and 3 to compare levels of burnout experienced by New Zealand primary teachers withthose reported by a normative sample of primary teachers in the United States where the MBI was developed and validated Exploration of these issues in essential for a establishing the utility of the MBI as a measure of burnout in New Zealand and b determining the extent to which New Zealand primary teachers do in fact experience burnout and the factors associated with burnout in this occupational groupMethodSampleParticipants in this study were 386 teachers and principals from 47 schools zoned on the North Shore of Auckland The study was part of a larger investigation of occupational stressors in primary schools Demographic characteristics of the sample are shown in Table 1 This shows that the majority of the sample were female and of European origin A high percentage of the participants 295 had over 20 years experience teaching and most 63 were between 30 and 49 years of age Well over half of the samples were employed in Scale A basic teaching positions 61 and were full time 81 This table also provides a comparison of the number of teachers at each level of teaching qualifications of the participants the number of children or dependents in their care and the number of emotional support networks they reported as being available to themProcedureAll primary school principals in the North Shore and Hibiscus Coastzoning of Auckland New Zealand were phoned and given information about the study and permission was requested for the researcher the first author to recruit volunteers for the survey Principals whose permission was obtained were sent multiple copies of the survey to distribute to teachers in their school Participants were advised in a cover letter that the survey was designed to gather information about teachers perceptions of working conditions and personal adjustment Postage-paid return envelopes were provided to ensure confidentiality and to maintain anonymity teachers were not asked to identify themselves on the survey form Completed surveys were received from 47 of the 53 schools who had agreed to participate The procedure for conducting this study was formally approved by the Massey University Human Ethics CommitteeResultsIn summary these analyses show that teachers in the upper primary school level year 4-6 and the staff in the 30-39 year-old age range record the highest level of Emotional exhaustion EE The mean for personal accomplishment PA is highest amongst year 1-3 teachers compared with year 4-6 and special education staff Male respondents and teachers in the 4-06 year range recorded the highest levels of depersonalization DP compared with their peersImplications for alleviating teacher burnoutBurnout research has as its ultimate objective the amelioration ofthe negative effects of stress which is in this case is identified as emotional exhaustion The findings of this study further confirm that stress and burnout are an occupational hazard of the teaching profession and that steps need to be taken to alleviate the situation for all concerned These steps should includeIdentifying specific stressors within the work environment that contribute to this effectStrategies for increasing teachers abilities to deal effectively with the demands of educational reformsProvision of greater personal guidance and support for teachers Provision of informative and helpful feedback about teachers quality of work and achievementsImplementation of professional support networks to overcome a sense of feeling isolated in the classroomPromotion of ongoing programs concerned with stress management coping strategies and development of a balanced approach to living The development of these forms of support is a major challenge but alleviation of stress and burnout is critically important for ensuring imum job performance health and well being amongst New Zealand teachersAuthor Anna WhiteheadKen RybaNationality ZealandOriginate fromNew Zealand Journal of Psychology Vol29 No2 P52-60 December2000译文2新西兰小学教师的职业倦怠本研究旨在探讨分布在新西兰奥克兰北岸47所小学里386名教师和校长的职业倦怠水平及其发生的因素结果证实了工作倦怠统计表的结构效度和显示这些教师记录MBI情绪耗竭量表的得分比一般的美国教师要高并对产生这些差异的原因且如何减轻教师工作压力进行了讨论最近的研究表明一些的学校文化助长了教师职业倦怠这些内容包括1增加绩效对老师的驱动2缺乏对教师专业的充足信任3外接学校文化4不愉快的硬件环境在新西兰在过去的十年教育改革中要求学校实现自我管理教育部对学校的压力增加这样做的效果是学校的工作人员对学校的财务和资源管理负责并且要教授指定的标准课程对学校进行严格的评估通过教育审查办公室管理部负责本研究旨在探讨是什么导致了新西兰小学教师的职业倦怠水平研究目的有三1确认对工作结构的倦怠工作倦怠统计表MBI 在此示例中最常用的指标2在人口结构的变化和职业变量的变化中检查倦怠的差异3与MBI中提到的并证实的美国一般小学教师的倦怠行与新西兰小学教师的职业倦怠水平的比较在此比较中以下这些问题的探讨必不可少的a建立一个实用的在新西兰衡量职业倦怠的标准及b确定后续的延伸在何种新西兰的小学教师上做实际上经验倦怠的因素与这个职业的倦怠方法样本在这项研究中参与者为386名奥克兰北岸47所学校的校长和教师此项研究为小学教师职业压力的调查研究的一部分大多数的受访对象为女性且是欧洲血统高比例的受访者295%有超过20年的教学经验大多数63%的年龄在30岁至49岁之间超过一半的样本规模基本教学岗位61%和都是全职81%在北岸和芙蓉海岸分区的奥克兰新西兰的所有小学校长都通过电话联系并被告知所有提供的信息都是用于研究第一作者得到校长的许可发送的多个副本分发到学校的教师的调查参与者受到的信都会提示本次调查的目的是收集信息教师的工作条件和调整个人的看法邮资已付以确保机密性保持匿名教师不要求注明自己的身份完成调查共收到来自53所学校中的47所学校同意参加梅西大学Massey University人类伦理委员会正式批准进行这项研究的过程结果总之这些分析表明小学的教师4-6年在3039岁的年龄范围和工作人员的情绪耗竭EE记录的最高水平同工作4-6的特殊工作人员相比有1-3年工作经验的教师的个人成就感PA平均水平最高与同龄人相比男性受访者和有4-6年工作经验的教师的去人性化DP的水平最高为缓解教师职业倦怠的影响职业倦怠研究为最终目标改善压力的负面影响这是在这种情况下被认定为情绪耗竭这项研究的结果进一步证实压力和职业倦怠是教师队伍的职业危害和需要采取的步骤来缓解这种状况这些措施应包括1确定具体的工作环境有助于缓解这方面的压力2为提高教师的能力有效处理教育改革要求和策略3为教师提供更多的个人指导和支持4提供对教师工作和取得成就的积极反馈5实施的专业支持以克服在课堂上感到孤立感6促进正在进行的有关压力管理的活动应对策略及发展平衡的生活方式这些形式支持的发展是一个重大的挑战但减轻压力和倦怠是非常重要的以确保最大的工作业绩其中包括新西兰教师的健康和福祉富阳市小学教师职业倦怠调查研究以四所小学为例浙江理工大学科技与艺术学院本科毕业论文21。
教师职业倦怠的现状及其影响因素外文翻译
教师职业倦怠的现状及其影响因素外文翻译外文翻译:原文1Personality hardiness, job involvement and job burnout amongteachersBurnout syndrome occurs in response to prolonged stress at work place. Burnout is common among those who are unable to cope with extensive demands and pressure on their energy, time, and resources and those who require frequent contact with people. The term “burnout” originated during the 1960?s as a description of the effect of drug abuse on an individual (Golembiewski, 1993). However, it lacked definitional clarity until the development of a widely accepted instrument for its measurement, the Maslach burnout inventory.Maslach and Jackson (1981) defined burnout as a condition characterized by emotional exhaustion, depersonalization and loss of a sense of personal accomplishment. Similarly there has been diverse evidence from scholars on the occurrence of burnout. For example, Maslach and Leiter (1999) indicated that burnout occurs when work load is combined with lack of personal control, insufficient rewards, the absence of fairness, the breakdown of the working community, or conflicting values. Lee and Ashforth (1996) identified work load and time pressure as antecedents of burnout.Numerous work related factors have been found to be associated with burnout among teachers, including excessive time pressure, poor relationships with colleagues, large classes, lack of resources, fear of violence, behavioral problems of pupils,role ambiguity and role conflict, poor opportunities for promotion, lack of support, and lack of participation in decision-making (Abel and Sewell, 1999; Fimian and Blanton, 1987; Friedman, 1991; Wolpin et al., 1991).Researchers found that burnout negatively impacts employees? job attitudes and leads to undesirable behaviors, such as lower job involvement, reduced task performance, and increased turnover intentions (Jackson and Maslach, 1982; Leiter and Maslach, 1988; Motowidlo and Packard, 1986; Shirom, 1989; Wright and Bonett,1997; Wright and Cropanzano, 1998). This study intends to explore the relationship and effects of job involvement and personality hardiness on burnout.During the last few years, some personality variables have attracted the attention of researchers in correlation of job stress and burnout. Despite a common acknowledgement that personality factors play a critical role in mediating stress, these factors have been overlooked in majority of empirical studies on stress. A notable exception has been a series of studies carried out by Kobasa (1979; 1982a,). Kobasa et al. (1982) explored t he concept of “personality hardiness” as a resistance resource that mediates the negative consequences of high level stress.Concept of hardiness focuses on the person that remains relatively healthy after experiencing high amounts of stressful life events. Kobasa argues that persons who experience high degree of stress without falling ill have a personality structure differentiating them from a person who becomes sick under stress. This personality difference is best characterized by the term “hardiness”. Hardiness reflects the individual?s response to life events both personally and professionally (Kobasa, 1979). Three factors, commitment, control and challenge measurehardiness (Kobasa et al., 1982). Commitment reflects a dedication to oneself and to on e?s work. Control is the extent to which an individual influences life events to ensure a particular outcome. Challenge refers to life events and one?s response to those events. Individuals who are hardy cope with various stressors, both personal for example life cycle, family and professional for example occupational roles and relationships, are better than those individuals who are not hardy (Simoni and Paterson, 1997). Rush et al. (1995) found negative relations between hardiness and self-reported illness as a result of stress or burnout. Chan (2003) assessed hardiness and burnout among teachers and found that hardiness has significant impact on emotional exhaustion and personal accomplishment. Crainie et al. (1987) found out that hardiness has beneficial major effects in reducing burnout but does not prevent high level of job stress from leading to high level of burnout. Maslach et al. (2001) found out that people who display low levels of hardiness (involvement in daily activities, a sense of control over events, and openness to change) have higher burnout scores, particularly on the exhaustion dimensions.Other conceptual way of describing job involvement is the “degre e to which a person is identified psychologically with his work” or “the importance of work in his total selfimage” (Lodahl and Kejner, 1965). Such a psychological identification with work may result partly from early socialization training during which the individual may internalize the value of goodness of work. Lodahl and Kejner (1965) emphasized that during the process of socialization, certain workvalues are injected into the individual that remains even at the later stage in the form of attitude toward job. Burnout mayhave negative effects on employees? job attitudes, for example a reduction in job involvement and job satisfaction (Kahill, 1988). Kahill (1988) in a longitudinal study found that burnout negatively affect job involvement. Elloy et al. (1991) demonstrated a negative relationship between burnout and job involvement. Su and Mioa (2006) affirmed the mediating effect of job involvement on emotional exhaustion, diminished personal accomplishment dimensions of burnout.…………Author:Syed Mohammad AzeemNationality:IranOriginate from:International Journal of V ocational and Technical Education V ol. 2(3), pp. 36-40, July 2010译文1教师的人格抗压性,工作积极性和职业倦怠的关系职业倦怠综合症发生在长期的工作压力中。
初中英语教师职业倦怠感成因与缓解对策研究
初中英语教师职业倦怠感成因与缓解对策研究摘要:初中英语教师或多或少的存在职业倦怠感,这与中考的压力、初中学生的叛逆特点以及教师本身等都有一定的关系,文章主要结合当前的教育形势,分析了初中英语教师职业倦怠感成因,并提出了缓解对策,以期为同行提供参考。
关键词:职业倦怠感;叛逆;缓解对策Research on the Causes and Countermeasures of Job Burnout ofJunior Middle School English TeachersAbstract: junior middle school English teachers are more or lessthe existence of job burnout, to test the pressure, rebellious characteristics of junior high school students and the teachers have a certain relationship, this paper combined with the current education situation, analyses the junior middle school English teachers' job burnout causes, and put forward some countermeasures, so as to provide reference for peers.Key words: job burnout; Contrary; Mitigation countermeasures初中英语教学特点:初中英语新课程标准提出:在初中英语教学中教师姚重视学生的共同基础,构建发展平台;初中英语教师采用多样化的信息化教学手段,教学中遵循学生的个性需求,教师在教学中优化学习方式,提高初中学生的自主学习能力。
教师职业倦怠的原因及对策-2019年教育文档
教师职业倦怠的原因及对策职业倦怠( occupational burnout )最早由美国学者费登伯格在70 年代研究职业压力时提出,是人们在紧张和繁忙的工作中由于受环境、情感等内外因素影响而出现的一种身体不适、心理衰竭、情感封闭的亚健康状态。
教师、警察、医生、护士、保险代理人等行业中,由于工作重复性强,工作压力大,易发生职业倦怠。
一、教师职业倦怠的原因教师的职业倦怠并非身体劳累所致,而是来自心理的疲乏。
是指教师不能顺利应付工作的一种心理反应,主要包括情绪耗竭、降低成就感等等心理反应。
生理上表现为没有食欲,睡不好觉,反应降低,注意力分散,记忆力减退等;心理上表现为逐渐失去乐趣,缺乏热情,对工作厌倦,工作过程极易产生疲惫感,长期处于焦虑,沮丧状态,情绪波动大,逆境中容易焦躁,对工作的新异事物敏感度降低;行为上表现为工作混日子,得过且过,仅仅满足于完成任务,典型语言形式是“混饭吃”,害怕参与竞争,对工作任务产生本能厌倦,感觉苦海无边,盼望早日退休。
目前,我国中小学教师中,表现出明显的职业倦怠症状的比例约为16%,按这个比例推算,全国就有一百多万中小学教师处于职业倦怠的痛苦之中。
对荆门市200 名教师进行问卷调查的结果为:从以上结果不难发现,教师的心理素质并未因职业的神圣性、特殊性,而比其它行业更健康。
教师职业倦怠的问题在各学校或轻或重地普遍存在。
通过与被调查教师的座谈及对问卷的统计分析,我们得出:教师的职业特点、社会各方面的压力、学生管教困难及教师的个性特征是导致职业倦怠现象的主要原因。
(一)教师职业任务繁重在传统观念上,教师一直被看作是“人类灵魂的工程师”,扮演着“春蚕到死丝方尽,蜡炬成灰泪始干”的为人师表的角色。
许多老师都认为教师必须在学生、家长甚至全社会的人们心中保持一个完美的形象;一旦出现差错,内心的自我谴责往往强烈而持久。
而在现实生活中,教师职业的神圣感和社会地位存在极大反差。
在教育形式上,多是单调、重复、繁重和繁琐的个体劳动,需要高度的自觉性和积极性。
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外文翻译:原文1Personality hardiness, job involvement and job burnout amongteachersBurnout syndrome occurs in response to prolonged stress at work place. Burnout is common among those who are unable to cope with extensive demands and pressure on their energy, time, and resources and those who require frequent contact with people. The term “burnout” originated during the 1960‟s as a description of the effect of drug abuse on an individual (Golembiewski, 1993). However, it lacked definitional clarity until the development of a widely accepted instrument for its measurement, the Maslach burnout inventory.Maslach and Jackson (1981) defined burnout as a condition characterized by emotional exhaustion, depersonalization and loss of a sense of personal accomplishment. Similarly there has been diverse evidence from scholars on the occurrence of burnout. For example, Maslach and Leiter (1999) indicated that burnout occurs when work load is combined with lack of personal control, insufficient rewards, the absence of fairness, the breakdown of the working community, or conflicting values. Lee and Ashforth (1996) identified work load and time pressure as antecedents of burnout.Numerous work related factors have been found to be associated with burnout among teachers, including excessive time pressure, poor relationships with colleagues, large classes, lack of resources, fear of violence, behavioral problems of pupils, role ambiguity and role conflict, poor opportunities for promotion, lack of support, and lack of participation in decision-making (Abel and Sewell, 1999; Fimian and Blanton, 1987; Friedman, 1991; Wolpin et al., 1991).Researchers found that burnout negatively impacts employees‟ job attitudes and leads to undesirable behaviors, such as lower job involvement, reduced task performance, and increased turnover intentions (Jackson and Maslach, 1982; Leiter and Maslach, 1988; Motowidlo and Packard, 1986; Shirom, 1989; Wright and Bonett,1997; Wright and Cropanzano, 1998). This study intends to explore the relationship and effects of job involvement and personality hardiness on burnout.During the last few years, some personality variables have attracted the attention of researchers in correlation of job stress and burnout. Despite a common acknowledgement that personality factors play a critical role in mediating stress, these factors have been overlooked in majority of empirical studies on stress. A notable exception has been a series of studies carried out by Kobasa (1979; 1982a,). Kobasa et al. (1982) explored t he concept of “personality hardiness” as a resistance resource that mediates the negative consequences of high level stress.Concept of hardiness focuses on the person that remains relatively healthy after experiencing high amounts of stressful life events. Kobasa argues that persons who experience high degree of stress without falling ill have a personality structure differentiating them from a person who becomes sick under stress. This personality difference is best characterized by the term “hardiness”. Hardiness reflects the individual‟s response to life events both personally and professionally (Kobasa, 1979). Three factors, commitment, control and challenge measure hardiness (Kobasa et al., 1982). Commitment reflects a dedication to oneself and to on e‟s work. Control is the extent to which an individual influences life events to ensure a particular outcome. Challenge refers to life events and one‟s response to those events. Individuals who are hardy cope with various stressors, both personal for example life cycle, family and professional for example occupational roles and relationships, are better than those individuals who are not hardy (Simoni and Paterson, 1997). Rush et al. (1995) found negative relations between hardiness and self-reported illness as a result of stress or burnout. Chan (2003) assessed hardiness and burnout among teachers and found that hardiness has significant impact on emotional exhaustion and personal accomplishment. Crainie et al. (1987) found out that hardiness has beneficial major effects in reducing burnout but does not prevent high level of job stress from leading to high level of burnout. Maslach et al. (2001) found out that people who display low levels of hardiness (involvement in daily activities, a sense of control over events, and openness to change) have higher burnout scores, particularly on the exhaustion dimensions.Other conceptual way of describing job involvement is the “degree to which a person is identified psychologically with his work” or “the importance of work in his total selfimage” (Lodahl and Kejner, 1965). Such a psychological identification with work may result partly from early socialization training during which the individual may internalize the value of goodness of work. Lodahl and Kejner (1965) emphasized that during the process of socialization, certain workvalues are injected into the individual that remains even at the later stage in the form of attitude toward job. Burnout may have negative effects on employees‟ job attitudes, for example a reduction in job involvement and job satisfaction (Kahill, 1988). Kahill (1988) in a longitudinal study found that burnout negatively affect job involvement. Elloy et al. (1991) demonstrated a negative relationship between burnout and job involvement. Su and Mioa (2006) affirmed the mediating effect of job involvement on emotional exhaustion, diminished personal accomplishment dimensions of burnout.…………Author:Syed Mohammad AzeemNationality:IranOriginate from:International Journal of V ocational and Technical Education V ol. 2(3), pp. 36-40, July 2010译文1教师的人格抗压性,工作积极性和职业倦怠的关系职业倦怠综合症发生在长期的工作压力中。