【導(dǎo)讀】人口統(tǒng)計(jì)學(xué)變量對(duì)教師職業(yè)倦怠影響的討論……………………研究采用問卷調(diào)查法，對(duì)曲塘鎮(zhèn)三所初中168名教師進(jìn)行調(diào)查研究。否是班主任上均無顯著性差異。、教齡、職稱的教師在少成就感維度上具有顯。教師是一種典型的助人職業(yè)，是職業(yè)倦怠的高發(fā)人群。怠現(xiàn)象普遍存在，在情緒衰竭維度上還比較嚴(yán)重。教師的情緒問題是產(chǎn)生職業(yè)倦怠的先兆，但個(gè)人成就感問題卻是導(dǎo)致職業(yè)倦。如果在這種狀態(tài)下繼續(xù)工作，不進(jìn)行必要的調(diào)節(jié)，倦怠就會(huì)進(jìn)一步加劇。的職稱評(píng)定、年終考核、聘用、升職等直接利益掛鉤，人為地加重教師之問的競(jìng)爭(zhēng)壓力，當(dāng)下，江蘇省經(jīng)濟(jì)發(fā)展水平具有較大的地域差異，蘇北的經(jīng)濟(jì)發(fā)。展水平明顯落后于蘇南地區(qū)。蘇北教師的經(jīng)濟(jì)待遇低，承擔(dān)的工作量更大(班級(jí)學(xué)生數(shù)往。往超過60或者更多)，工作時(shí)間更長(zhǎng)，壓力也更大。因此，本研究選用地處蘇北農(nóng)村的南。致曲塘鎮(zhèn)初中教師職業(yè)倦怠的主要原因。

　　

【正文】 ional reactions under occupational pressure, but also changes in the individual39。s attitude and behavior towards others and oneself as a result of occupational pressure. Secondly, occupational pressure usually originates from the individual39。s recognition of the imbalance between the job demand and one39。s capacity. Job burnout, on the other hand, usually originates from the individual39。s recognition of the imbalance between the job input and returns, in which emotion plays a significant role. Thirdly, occupational pressure could be a simultaneous reaction, while job burnout is a longterm gradual process of development and evolvement. 1 .3 The Measurement of Job Burnout There are numerous tools for the measurement of job burnout, among which the most influential and most monly used should be the Maslach Burnout Inventory (MBI). In all the published empirical studies on job burnout, more than 90% research papers and reports used MBI as measurement tools. MBI include three subinventories: emotional exhaustion, depersonalization and efficacy, totaling 22 items. Emotional exhaustion subinventory includes 9 item, the depersonalization subinventory, 5 items. In these two subinventories, the higher the individual scores, the higher his level of burnout. The efficacy subinventory include 8 items, the higher the individual scores, the lower his level of burnout. 蘇州大學(xué)本科生畢業(yè)論文 24 These items follow a 7grading system ranging from never several times yearly once a month or less. several times monthly once a week several times weekly to everyday. Generally speaking, individuals with a high level of burnout tend to score high on the emotional exhaustion and depersonalization subinventory and low on the efficacy subinventory. 1 .4 Research Status of Job Burnout The research on job burnout can be divided into the following stages: (1)Clinical research. In the early stages, most researchers were doctors like Freudenberger. Most of their research was conducted from a clinical approach, as intervention on job burnout cases. They seldom did empirical studies, nor did they care to establish a theoretical framework. (2)Developmental research. Many empirical studies on job burnout appeared in the 1980s. Researchers put forward empirical proof (statistics, questionnaire, interview reactions and clinical cases) on the working mechanism and intervention techniques of job burnout. They also developed standardized measurement tools. These provided later researchers with relatively precise operational definition and assistance in research methodology. The development of Maslach Burnout Inventory (MBI) has received universal acknowledgment among researchers and marked the beginning of systematic research on job burnout. (3)Integrated research. At the present stage, most job burnout research is still limited on people helping occupations. Among all the variants related to job burnout, more attention is paid on jobsatisfaction, occupational pressure, job expectation, personal relations in the work place, workload, 1 .5 Research Status of Teacher Burnout Compared with burnout research in other occupations, teacher burnout claims numerous peculiarities. The homogeneity of the service target (students) is far larger than that of other occupations. Research shows that teachers are faced with much higher occupational stress than the average population. Are teachers more susceptible to job burnout? Most empirical studies to date didn39。t found enough 蘇州大學(xué)本科生畢業(yè)論文 25 evidence to support this. Teachers get similar marks as other professions on all three MBI inventories. But they exhibit a unique feature in time. Farber(1984, 1985) found that the occupational pressure and job burnout of American teachers exhibit different developmental modes in different stages. When viewed on a yearly basis, most teachers feel relatively moderate pressure and burnout。 but when viewed at different stages of the school year, they show a clear type of changes, rising at September and October, declining at January, then rise at March and May again. Many demographical variations are closely connected with the onset of teacher burnout. Many researches indicate that male teachers display a higher susceptibility to job burnout than their female counterpart。 teachers under the age of 40 are easier target of job burnout than older teachers。 teachers responsible for senior grades, or teaching large classes with large numbers of students feels j obburnout more easily due to high professional pressure. When it es to the influence of gender upon the three dimensions of job burnout, consensus can only be reached on the depersonalization dimension, that is, male teachers in primary and middle schools gets considerably higher marks than their female counterparts. For the dimension of emotional exhaustion, some researches show that among primary and university teachers, females rate higher than males (Byrne, 1991)， but Andersonamp。Iwanicki (1984) found opposite results. Other researches indicate that gender distinctions are not significant in this dimension. Many researches found that younger teachers display higher levels of emotional exhaustion than senior teachers. In other dimensions, conclusions are different. In 1993, Pderabissi et al. found in a crosscultural parative study involving primary and middle school teachers in Italy and France that age place considerable influence on the dimensions of depersonalization and emotional exhaustion. Teachers in these two countries show considerable differences in the dimension of depersonalization before the age of 30。 while after 30, such differences tend to decrease. On the contrary, in the dimension of emotional exhaustion, before the age of 30, the differences are not so apparent。 after 30, such differen