摘要
“职业倦怠”这一概念最早在1974年由美国人费登伯格(Freudenberger)提出,是一个受人关注的研究课题,用以描述个体由于长期的工作压力得不到有效缓解而产生的心理、生理上的疲惫,工作能力下降,工作热情丧失,对他人日益冷漠,工作成就感低等一系列负性症状。职业倦怠主要体现在情感衰竭、去个性化、低成就感三个纬度。
国内外越来越多的研究资料表明,教师职业一直是承受压力最大的职业之一。教师的职业倦怠会对学生、教师、学校教学工作产生严重的影响,因此对教师职业倦怠的研究意义重大。
本研究将站在前人研究的基础上,综合运用文献检索法、问卷调查法、访谈法、案例研究法等方法,对石家庄市初中生物教师职业倦怠的现状、影响因素、负面影响、预防对策进行深入的调查分析和研究。
全文共分为四个部分。
第一部分,研究的背景和意义。概述了职业倦怠提出的背景,描述并分析了我国教师职业倦怠的的现状,阐述了本研究的理论价值与实践价值。
第二部分,关于职业倦怠的理论探讨。首先对职业倦怠的概念进行界定,并对职业倦怠的相关理论模式、主要观点和测量方法进行梳理。
第三部分,石家庄市初中生物教师职业倦怠状况的调查分析。本文选取石家庄市初中生物教师作为研究对象,运用问卷调查的方法对石家庄市初中生物教师职业倦怠的现状进行调查,调查结果发现,石家庄市初中生物教师这一群体普遍存在职业倦怠,情感枯竭程度偏高,成就感偏低,去个性化程度最为严重。本文在调查和访谈的基础上对于造成这一现状的原因进行了深层分析。
第四部分,初中生物教师职业倦怠负面影响的三维度分析。首先在访谈的基础上,运用案例分析的方法从三个纬度对初中生物教师职业倦怠的负面影响进行了分析。分析结果显示,初中生物教师职业倦怠对教师身心、教师职业生涯、学校教学工作和学生都会产生很大的负面影响。
第五部分,消除和预防初中生物教师职业倦怠的对策。为了消除和预防职业倦怠所产生的负面影响,本文又从社会、学校、教师自身三个层面提出调控外部大环境中的不利因素、调控学校环境中的不利因素、增强教师适应环境的能力等预防对策。
The notion of“burnout”was advocated in 1974 by Freudenberg in America, which was used to describe the people who are tired both in psychomethy and physiology under the pressure from work, lower successfulness, reduced feeling but could not relax. The key stymptoms of the“burnout”are emotion burnout, despersonality and low personal feeling of achievements.
The study materials both home and abroad stute that the“burnout”is one of the jobs which undertakes highest pressure. The“burnout”of teachers take a serious effect on students, teachers, school teaching, so it’s meaningful to study this subject.
This study will stand on the foundation of former people with the use of ask and answer ways, cases studying ways which will focus on“burnout”, counter effect, and the countermeasures.
They are four parts in all.
First part, the background and meaning of study. It summaries the studying background of“burnout”, describes and analyses the recent conditions of“burnout”of teachers, expatiates the theoretical and practical worthiness.
Second part, the theoretical discussion on“burnout”. First, give the definition“burnout”and make it clearly about the related theory patterns, main ideas and the measuring ways.
Third part , the research theory on“burnout”of biology teachers in middle school in Shi Jiazhuang city. This essay chooses the study aim from biology teachers in middle school in Shi Jiazhuang which tells us that most of the middle school biology teachers in Shi Jiazhuang have the“burnout”, lower successfulness, individualize. This essay gives a deep analysis on the reason for recent conditions of teaching.
Forth part, the Side- effect of“burnout”in middle school biology teachers. First of all, on the basis of interview, with the help of case analyzing , we have analyzed the counter effect on“burnout”will have a big Side- effects, on teachers , teaching career, students.
Fifth part, elimination and prevention measures on middle school biology teachers , in order to eliminate and prevent the counter effects of“burnout”, this essay advances the preventional measures of outer environment controlling , teachers’ability of environment adapting strengthening , from society, school, teachers.
引文
[1] 李江霞.国外教师职业倦怠理论对我国的启示[J].教育科学,2003,19. 63-64
[2] 卢秋玲.现阶段中小学教师心理问题成因与对策[J].赣南师大学报, 2001,4. 1-4
[3] 李辉.华北油田子弟学校教师职业倦怠的研究[D].河北师范大学硕士学位论文
[4] 杨秀玉.美国教师职业倦怠根源的探析[J].外国教育研究,2005,6.47
[5] 蓝秀华.教师的职业压力和职业倦怠[J].江西教育科研,2003,5.
[6] 徐富明,吉峰,钞秋玲. 中小学教师职业倦怠问卷的编制和效度的检验[J].中国临床心理学杂志,2004,12 13 -14
[7] 王国香,刘长江,伍新春. 教师职业倦怠量表的修编[J].心理发展与教育, 2003,3.83-85
[8] 董淑花,黄依林.我国中小学教师职业倦怠研究综述[J]. 太原城市职业技术学院学报, 2005,1.78
[9] 徐长江.时勘.工作倦怠:一个不断扩展的研究领域[M].心理科学进展,2003,11,6. 680-685
[10] 佚名.中国大百科全书.社会学[M].江苏教育出版,1992.
[11] 金一鸣. 教育社会学[M].中国大百科全书出版社,1991.
[12] 樊立辉.论教育学领域中小学教师职业倦怠. [D].华东师大硕士学位论文.
[13] Blase, J. J. (1986), A Qualitative Analysis of Sources of Teacher Stress: Consequences for performance. American Educational Research Journal, 23,1.P13-40
[14] Russell, D.W., Altmaier, E.&Velzen, D.V. (1987), "Job-related Stress, Social Support and Burnout Among Classroom Teachers," Journal of Applied Psychology, 72(2),
[15] Schaufeli, W. B., Maslach, C.&Marek, T. (1993), Professional Burnout: Recent Development in Theory and Research,Taylor&Francis.
[16] Cherniss, C. (1992), "Long-term Consequence of Burnout: An Exploratory Study,"Journal of Organizational Behavior, 131-11.
[17] Pines, A.&Maslach, C. (1978), "Combating Staff Burn-out in A Child Career Center:A Case Study," Child Cate Quarterly, 9, 5-16.
[18] Byrne, B.M. (1994), Structural Equation Modeling with EQS and EQS/ Windows, SAGE Publication.
[19] Rohner, D. (1981), Development and Validation of an Index of Computer Anxiety Among prospective Teachers. Unpublished Master's thesis, Ames, IA Iowa state
[20] Maslach, C. (1993), "Burnout: A Multidimensional Perspective," In Schaufeli,W.B.,Maslach, C.&Marek, T. (Eds),Professional Burnout Developments in Theory andResearch (p15-32).
[21] 王小东.石家庄市教师职业倦怠现状及其影响因素研究[D].河北师范大学硕士学位论文.
[22] 邵雅莉.新手—熟手—专家教师职业承诺与职业倦怠的研究[D].福建师范大学硕士学位论文.
[23] 杨秀玉. 西方教师职业倦怠研究述评[J].外国教育研究,2005,11.67-68
[24] Mlaslach C, Jackson S E. The measurernent of experienced burnout. Journal of Occupational Behavior, 1981, 2.99-113
[25] 扬海荣.工作控制感、工作家庭冲突与中学教师职业倦怠的关系研究[D].河北师范大学硕士学位论文.
[26] Schutte,N.,Toppinen,S.,Kalimo,R.,Schaufeli,W.B.The Factorial Validity of The Maslach Burnout Inventory-General Survey(MBI-GS)Across Occupational Groups and Nations.Journal of Occupational And Organizational Psychology,2000,73,1.53-66.
[27] Iwanickie E.F.,Schwab R.L..Across validation Study of the Maslach BuroutInventory[J].EducationalandPsychologicalMeasuremant ,1981,41:1167-1174
[28] 佚名.简明国际教育百科全书一课程[M].北京,教育科学出版社,1991.
[29] 余凤珍.中学教师职业倦怠探析[J].武汉职业技术学院学报.2003,6.8
[30] 北京市政协教文卫体委员会.关于当前北京市中小学教师队伍情况的调查[J].中小学教育,1994,3.
[31] 哉守志.美国国家科学教育标准[S].北京.科学技术文献出版社,1999.
[1] Ganster D C, Schaubroeck J. Work Stress and Employee Health.Journal of Management, 1991,17
[2] Bahlcer A B,Schaufeli W B, Demerouti E ,et a1,Using Equity Theory to Examine the DitTerence between Burnout and Depression. Anxiey Stress Coping,2000,a32,
[3] Hobfoll S E .The infiuenceof Culture,Community,and the Nested-Self in the Stress Process: Advancing Conservation of Resource Theory. Applied Psychology: An International review,2001,50(3):337-421
[4] Harrison W D.Role strain and burnout in Child-Protective Service workers. Socia Service Review,1980,54(1):31-44
[5] Carell J FX,White WTheory Building:Intergrating Individual and EnvironmentalFactors Within an Ecological Framework.In:Paine W S ed.Job Stress and Burnout:re-search,theory and intervention perspectives. Beverly Hi11s,CA: Sage, 1982.41-60
[6] 陈明丽,许明.国内外关于教师职业压力的研究[J].福建师范大学学报,2000,3.
[7] 赵建华.中学教师职业压力及自我心理调控策略研究[J].心理科学,2002,3.
[8] 王以仁等.教师心理卫生[M].中国轻工业出版社,1999.
[9] 默里卡.帕德斯,威廉.古特雷等.包黛莹等译.情绪管理全书[M].经济日报出版社.
[10] 耿文侠,冯春明.中小学教师职业态度与职业行为的调查与思考[J].教育研究,2000,7.
[11] 朱从书,申继亮等.中小学教师职业压力源研究[J].现代中小学教育,2002,3.
[12] 李启咏.置疑"最差教师"评选[J].教师博览,2002,3.
[13] 孙慧.教师职业压力的负面影响及其自我调试. [D].湖南师大硕士学位论文.
[14] 邵雅利.新手--熟手--专家型教师职业承诺和职业倦怠的研究[D].福建师大硕士学位论文.
[15] 曾玲娟,伍新春.教师职业倦怠研究综述[J]..辽宁教育研究,2003,11.
[16] 张玉敏.幼儿园教师职业倦怠感研究[D].南京师范大学硕士学位论文.
[17] 赵建华.中学教师职业压力及自我心理调控策略研究[J].心理科学,2002,3.
[18] 李永鑫.工作倦怠及其侧量[J].心理科学,2003,3.
[19] 吴艳茹.以课堂秩序为中心的教师课堂管理行为研究[D]. 天津师范大学硕上研究生学位论文.
[20] 黄正杰.课程设计[M].台湾东华书局股份有限公司,1991.
[21] 黄桂芳.中小学教师职业倦怠的原因及对策[J].广西教育,2005,8.
[22] 余凤真.中学教师职业倦怠探析[J].武汉职业技术学院学报,2003,6.
[23] 宋爱芬.中小学教师职业倦怠的多元分析[J].昌吉学院学报,2004,3.
[24] 张学军.教师职业倦怠浅析[J].洛阳农专学报,1996,16.
[25] 黄 坚.体育教师职业倦怠成因探讨及预防[J].体育教学,2003,5.
[26] 王江奇.高校音乐教师职业倦怠现象成因及对策[J].河北青年干部管理学院学报,2003,9.
[27] 董淑花,黄依林.我国中小学教师职业倦怠研究综述[J].太原城市职业技术学院学报,2005,1.
[28] 杨翠娥,黄祥祥.论教师职业倦怠[J].教育探索,2004,9.
[29] 周春艳.论中小学教师职业倦怠的成因及其对策[J].教学与管理,2005,5.
[30] 焦其文.教师的职业倦怠及对策[J].辽宁教育研究,2005,5.
[31] 张济洲.论教师职业倦怠的成因及其对策[J].教学与管理.2004,3.
[32] 张晓媛.如何消除教师职业倦怠[J].江西教育,2005,2.
[33] 吴真,赵子真.中等职业学校教师职业倦怠量表的信度和效度检验[J].中国临床康复,2005,2.
[34] 黄俊伟.高校青年体育教师职业倦怠现象成因及对策[J].四川体育科学,1999,12.
[35] 张玉敏.幼儿园教师职业倦怠感研究[D].南京师范大学硕士学位论文.
[36] 杨秀玉.西方教师职业倦怠研究述评[J]. 外国教育研究,2005,11.
[37](美)Phillip L.Rice著,石林、古丽娜等译.压力与健康[M].中国轻工业出版社,2005.
[38] 扬春林.腾冲县初中教师心理健康状况调查和对策研究[D].云南师大教育硕士学位论文.