【正文】 spect of society, first of all, the society should improve secondary school English teachers’ payment and raise their social status, so that the gap between their giving and getting could be lessened. If secondary school English teachers can get a high level payment, they will have more motivations to keep teaching. Secondly, social support should be established, and proper professional expectation should be set up. Thirdly, special psychological consultation should be provided for secondary school English teachers, so that they could ease the mental pressure and reduce job burnout. Fourthly, government should give more financial support for secondary school English teachers’ professional development, in this way more secondary school English teachers have the chance to develope their professional abilities. VII. Conclusion In 1979, , president of National Educational Association of American once said, burnout is influencing more and more teachers, and lead the teachers to quit their jobs. Teacher burnout has negative effects on both teachers’ physical and mental health as well as students’ future. Based on Maslach’s three dimensions of burnout and Fessler’s Teacher’s Career Cycle Theory, by quantitat。 Carry out colorful activities at school to enrich their life。Adjustment Stage. IV. Methodology Research Purpose According to Maslach’s three dimensions job burnout model, which is accepted worldwide, secondary English teachers’ burnout could be divided into three dimensions of emotional 初中英語(yǔ)教師職業(yè)倦怠現(xiàn)狀調(diào)查與對(duì)策研究 5 exhaustion, depersonalization and reduced personal acplishment. The present research aims to investigate the situation of secondary English teachers’ burnout phenomenon, to explore and discuss its level and the causes of their burnout. Through investigation and exploration this research intends to put forward some countermeasures so as to do contributions to secondary English teaching. The investigation was guided by the following questions: 1. What is the current situation of burnout among secondary English teachers? 2. What are the causes of secondary English teachers’ burnout? 3. What kind of measures could be taken to prevent and reduce the phenomenon of secondary English teachers’ burnout? Subjects 160 secondary English teachers from different school located in zhengzhou City, henan Province are invited to participate in the investigation. In the survey, 160 pieces of questionnaires are delivered, 147 pieces of which are valid to be kept while the rest of which are invalid. The valid rate is about 92%. The formation of the valid samples is showed as follows: Table 1 : Formation of valid sample Item Content Number Percentage Marriage state Single 39 27% Married 108 73% Education background College 2 1% Bachelor 143 98% Master 2 1% Academic title Senior 11 7% Middle 58 39% Junior 67 47% Novice 11 7% Working role Being a head teacher 58 39% Not being a head teacher 89 61% School nature Key middle school 47 32% Ordinary middle school 92 62% Vocational school 8 6% 初中英語(yǔ)教師職業(yè)倦怠現(xiàn)狀調(diào)查與對(duì)策研究 6 Grade taught Graduating class 41 28% Nongraduating 106 72% Weekly workload Less than 8 periods 25 18% 914 periods 111 75% More than 14 periods 11 7% Instruments The survey includes two stages, questionnaire and interview. Questionnaire The questionnaire has three parts. The first part is about personal information, which contains sex, marital status, year of birth, teaching years, highest academic degree obtained, professional title, administrative title, teaching hours of each week, student numbers of each class, and yearly ine. The second part of the questionnaire is the Burnout Inventory, which is based on the most authoritative and widely used scale MBIGS (Maslach Burnout InventoryGeneral Survey), and the revised MBIGS in Chinese made by Li, which was authorized by Michael Leiter. Researches show that it has high reliability and validity, and there is no change for the three aspects of MBI in different language versions (王國(guó)香 , 20xx). The third part contains 18 items, mainly used to find out the pressures that middle school English teachers feel. These 18 items cover the pressures from the university, students, society as well as from the teachers’ family. Five classes are listed the level of these pressures, which are no pressure, a little pressure, middlelevel pressure, serious pressure and most serious pressure. Interview Semistructured interviews were also used to help the author know more about the pressures that they feel in their work and life. The interviews were undertaken under the following questions: 1) Are you feel tired of English teaching? 2) What do you think are the main reasons for that? 3) What do you usually do when you feel tired? Data Collection and Analysis The questionnaires about the current situation of teachers’ burnout and its causes were printed. 初中英語(yǔ)教師職業(yè)倦怠現(xiàn)狀調(diào)查與對(duì)策研究 7 And 160 pieces of questionnaire papers were distributed to several middle schools respectively, together with an introduction for instructors to hand out and collect the questionnaire. The significance of the questionnaire was explained to the subjects firstly. And it aims at understanding teachers’ psychological pressure, analyzing causes of the burnout and giving suggestions to them. Subjects were told that these questionnaires are filled in anonymously. So there are no right or wrong answers and all the results are only applied for science research. Then subjects were interviewed one by one. Every facetoface interview lasted about 20 minutes to 30 minutes. Data were analyzed with the SPSS (Statistical Package for Social Sciences) version . Data analyses include descriptive statistics, independentsimplest test and Pearson productmoment (皮爾遜積差相關(guān)分析 ). Descriptive statistics