【導讀】歸根到底是人才的競爭，因此人才的培養(yǎng)受到了充分的重視。隨之而來的是對于人才培養(yǎng)者。—教師各方面能力的要求，這樣雖然激發(fā)了教師的潛能，可同時也給他們帶來了巨大的壓力，一旦這種壓力大量堆積而又得不到及時排解，教師就會對職業(yè)產(chǎn)生倦怠。了緩解與克服中學英語教師職業(yè)倦怠的對策與建議。

　　

【正文】 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 imbalance. 3). The assessment system is unfair. In current China, secondary schools teachers’ teaching and scientific research are evaluate on the following aspects: how many teaching tasks he/she takes, how many graduate students a teacher supervises, what researches and how many researches he/she’s in charge with, how many awards he/she got and how many articles and works published etc., which emphasize on acplishments teachers achieve. Every teacher follows the evaluation standard to work. The standards of efficient 初中英語教師職業(yè)倦怠現(xiàn)狀調(diào)查與對策研究 9 assessment make teachers feel stressed, such as professional evaluation, academic certificate and published articles etc. 4). Administrators’ status is higher than teachers’ status. In secondary education, the phenomena of treatment for teachers is lower than administrations, teachers’ ine is less than administration staff’s, promotion standard for teachers is higher than administration staff’s and teachers could not participate in decision making is very mon . However, no useful feedback and support provided by administrators undermine teachers’ enthusiasm, deplete their energy and elevate annoyance. It will certainly strike teachers passion and cause burnout. VI. Suggestions Individual Efforts Firstly, keeping healthy is a great way to prevent unnecessary stress for teachers. A teacher who spends time doing exercises will have more energy and a higher level of endorphins to help boost their positive attitudes. Strong physical exercises like martial arts or kick boxing can get rid of any teacher stress and anger in a healthy outlet. Moreover, studies have proved that balanced diet affects one39。s mood greatly, for the type of food is important to be able to provide the necessary vitamins and nutrients. Secondly, strong professional beliefs and ideas are badly needed. Taking the specific features for secondary school teaching, teachers should take a positive attitude towards education reform for secondary school teaching and the situation they are facing and adjust their mentality and behavior properly in order to meet the needs of their role as a secondary school teacher. Last but not least is indispensable continuous selfimprovement. Teachers39。 selfimprovement is a process in which teachers bee skilled and professional in intelligence, experience and teaching attitudes. They should set up their career beliefs and study all their life, greet every opportunity and challenge actively and catch any potential and possible way to improve themselves, such as making full use of language resources in Inter and on TV, and innovating their teaching ideas and methods, etc. For teachers, enhancing study, continuous innovation, improving one39。s teaching ability and renewing educational concepts are the most effective methods to prevent burnout. Organizational Support Schools should focus more on teachers physical and mental health, regularly make them have 初中英語教師職業(yè)倦怠現(xiàn)狀調(diào)查與對策研究 10 body examination, and establish health file。 Carry out colorful activities at school to enrich their life。 the Union Center should use various opportunities, including festivals, teachers39。 birthdays and delivery days, to show love and care to teachers on behalf of school. This humanized anizational atmosphere will make them warm and active. Social Support From the aspect 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