【正文】 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 including means and standard deviations were first puted to analyze participants’ response in the questionnaire items. Then, independentsimplest test was employed to test whether there were significant differences between teachers with high degree of burnout and teachers with low degree in respect to teachers’ burnout. Finally, Pearson productmoment correlation was performed to examine the closeness of the relation between causes and teachers’ burnout. The interview data were transcribed sentence by sentence for further analysis. They are used to give reasonable explanation to some findings in the study. V. Results and Discussion Review of Current Burnout Situation By quantitative and qualitative research methods, this study researches on the current burnout situation of secondary school English teachers and gets some findings. 1) At present, secondary school English teachers do have burnout, but the burnout is not very serious. However, the emotional exhaustion is on a high level. 2) Secondary school English teachers’ burnout in gender, seniority, job title and other demographic variables has its own unique characteristics. 3) Secondary school English teachers’ burnout shows a younger trend, and the burnout of secondary school English teachers born after 1980 should not be ignored. Main causes of Secondary School English teachers’ burnout Table 2. Main causes of teachers’ burnout 初中英語教師職業(yè)倦怠現(xiàn)狀調(diào)查與對(duì)策研究 8 Item Content Number of people Percentage Workload More than 14 periods 90 61% 914 periods 57 39% Salary More than 3500 yuan 20 14% 20xx3500 yuan 127 86% Assessment Comprehensive ability 40 27% Oneside ability 107 73% Status high 17 12% low 130 88% From this table, the main influential causes of secondary school English teachers’ burnout are as follows: 1). Heavy workload, longtime working. In terms of workload, secondary school English teachers in Zhengzhou area are overloaded. Secondary school English teachers are extremely burnout because they work overload. In China secondary school English teachers do need to stay in the office after class all day long, and they have to spend much time on preparing class or research everyday. The secondary school English teachers not only teach the textbook but also the culture of the language. They have to enrich the cultural background when they are preparing for the class. Meanwhile, some secondary school English teachers also take the administration and managing work, which make them feel overloaded. The longterm and heavy work like this, they more easily feel burnout. 2). Low salary and welfare. In Xinyi Secondary School located in Zhengzhou, English teachers who have been taking a paratively high status get the low salaries. China’s teachers’ ine level is far below international average ine level, as well lower than other professions. The acceptance of their social status and specialization is not high. It implies the low acceptance of teachers in society. The reality frustrates secondary school English teachers and increases their sense of professional im