欠发达地区农村初级中学教师职业倦怠问题研究
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摘要
1974年,美国人费鲁顿伯格提出了“职业倦怠”这一概念。该领域的研究逐渐受到人们的关注,并延伸到教育领域。众多研究者认为,教师职业倦怠是教师不能顺利应对工作压力的一种极端反应,是教师伴随于长期高水平的压力体验下产生的情感、态度和行为的衰竭状态。其主要症状表现为情绪衰竭、非人性化和低个人成就感。
教师职业倦怠主要有三个方面的消极影响,即对教师自身的影响、对教师工作的影响以及对社会的影响。对教师自身的影响,最大的危害就是对教师身体健康和心理健康的危害,从而影响教师正常生活。在工作方面的影响,最大的危害就是学生成为了教师职业倦怠的最终受害者。对社会的影响,教师职业倦怠会给心理咨询和精神科医疗方面增加负担。最关键的是教育是一个国家发展的基础,教师职业倦怠对教育的消极影响进而不利于社会的发展。
笔者参考国际公认的“职业倦怠问卷”(MBI),结合农村教师工作的实际编写调研问卷,在农村中学进行实地调研。根据调研的结果,笔者发现农村中学教师已经存在不同程度的职业倦怠。笔者分析了农村中学教师职业倦怠的状况,并阐述了造成农村教师职业倦怠的原因,进而提出了避免和缓解农村中学教师职业倦怠的若干策略。
Freudenberger advocated the notion of burnout in 1974. Soon after that, more and more researchers participated in study of occupational burnout including the study of teachers’burnout.
Though the definition of burnout of teachers has not been acknowledged, researchers have come to an agreement that burnout of teachers refers to an extreme response for failing to cope with the job stress, and it is a burnout state of emotion, attitude and behavior under the long period stress. The key symptoms of the burnout are: emotion burnout, impersonality and weak personal feeling of achievements. Among them, emotion burnout is the most typical one.
Through the writers’research at the rural middle school, burnout does exist in the teachers in the rural middle school.
The reasons for teachers’burnout are as follows: the heavy job tasks for the rural middle school teachers, the complicated relationship among the staff at rural middle school, the low salary, etc.
The following measures should be taken to solve the problems: to make the harmonious atmosphere, to improve the school administration, etc.
教师职业倦怠主要有三个方面的消极影响,即对教师自身的影响、对教师工作的影响以及对社会的影响。对教师自身的影响,最大的危害就是对教师身体健康和心理健康的危害,从而影响教师正常生活。在工作方面的影响,最大的危害就是学生成为了教师职业倦怠的最终受害者。对社会的影响,教师职业倦怠会给心理咨询和精神科医疗方面增加负担。最关键的是教育是一个国家发展的基础,教师职业倦怠对教育的消极影响进而不利于社会的发展。
笔者参考国际公认的“职业倦怠问卷”(MBI),结合农村教师工作的实际编写调研问卷,在农村中学进行实地调研。根据调研的结果,笔者发现农村中学教师已经存在不同程度的职业倦怠。笔者分析了农村中学教师职业倦怠的状况,并阐述了造成农村教师职业倦怠的原因,进而提出了避免和缓解农村中学教师职业倦怠的若干策略。
Freudenberger advocated the notion of burnout in 1974. Soon after that, more and more researchers participated in study of occupational burnout including the study of teachers’burnout.
Though the definition of burnout of teachers has not been acknowledged, researchers have come to an agreement that burnout of teachers refers to an extreme response for failing to cope with the job stress, and it is a burnout state of emotion, attitude and behavior under the long period stress. The key symptoms of the burnout are: emotion burnout, impersonality and weak personal feeling of achievements. Among them, emotion burnout is the most typical one.
Through the writers’research at the rural middle school, burnout does exist in the teachers in the rural middle school.
The reasons for teachers’burnout are as follows: the heavy job tasks for the rural middle school teachers, the complicated relationship among the staff at rural middle school, the low salary, etc.
The following measures should be taken to solve the problems: to make the harmonious atmosphere, to improve the school administration, etc.
引文
[1]基础教育课程改革纲要(试行)[N].中国教育报,2001-7-27(2).
[2][24]Sikulan Editor. Handbook of Research on Teacher Education[M].London:Macmillan, 1996.53,54.
[3]Indith C.Christensen, Ralph Fessler.Teacher Career Cycle Understanding and Building the Professional Development of Teachers[M].Boston:Allyn & Bacon,1992.60.
[4]苏素美.美国教师的“职业倦怠”之探讨[J].教育资料文摘,1995(3):138.
[5][8]Farber.B.A. Crisis in education: stress and burnout in the American teacher[M].San Francisco:Jossey-Bass,1991.59,61.
[6]梁云芳,王秀华.教师职业倦怠研究概说[J].教育实践与研究,2006(2):4-5.
[7]Donhan.J,Varma.V. Stress in teacher: past, present, future [M].London:Whurr,1998. 61-63.
[9]周彬.论教师职业倦怠的成因与对策[J].河北师范大学学报(教育科学版),2006(2):94-95.
[10]沈翰.教师职业倦怠---新课程实施中一个不可忽视的影响因素[D]:[硕士学位论文].长沙:湖南师范大学,2005.
[11][13]杨翠娥,黄祥祥.论教师职业倦怠[J].教育探索,2004(9):105.
[12][16]杨秀玉,杨秀梅.教师职业倦怠解析[J].外国教育研究,2002(2):57.
[14][19]张济舟.论教师职业倦怠的成因与对策[J].教学与管理,2004(3):3-4.
[15][23]蔡慧君,雷玉英.论教师职业倦怠[J].教育探索,2004(1):107-108.
[17]翟帆.压力叠加,农村教师职业认同感低[N].中国教育报,2007-1-5(2).
[18]杨秀玉,杨秀梅.教师职业倦怠解析[J].外国教育研究,2002(2):57.
[20]曾玲娟.新世纪的关注热点:教师职业倦怠[J].株洲师范高等专科学校学报,2002(3):83.
[21]叶昱松.教师职业倦怠成因分析及克服策略[J/OL].http://www.kfqedu.net/ ShowArticle. asp?ArticleID=431,2007-12-26.
[22]戴新利.教师职业倦怠的表现及干预策略[J].江西教育科研,2006(6):59.
[25][27]杨翠娥,黄祥祥.论教师职业倦怠[J].教育探索,2004(9):106.
[26]蒋会平,刘宏程,曾治国.高校教师职业倦怠调查及其对策研究[J].湘潭师范学院学报(社会科学版),2005(3):155.
[28]王汉卿.浅谈部分农村教师的职业倦怠的成因[J/OL].http://www.chinaeduin.com/wenzhang. asp?id=2054, 2007.
[29]Susanne Carter.Teachers Stress and Burnout,Organizing Systems to Support Competent Social Behavior In Children and Youth,Volume Ⅲ[J/OL].http://interact.uoregon.edu/wrrc/ Burnout.html,1994.
[30]李鸿波.教师也需要减负[J].世界教育信息,2004(Z2):51.
[31]邬开东,王志曲.入职阶段教师职业倦怠探析[J].现代教育科学,2005(1):1.
[32]黄莉.教师应如何面对职业倦怠[J].人民教育,2005(17):37.
[33]孙圣智.教师怎样与学生心灵沟通[J/OL].http://www.ejzc.com/show.asp?ArticleID=408,2005-03-14.
[34]张仁培.青年教师与家长沟通方式、途径与技巧[J/OL].http://www.hpe.cn/ShowNews.asp? ArticleID=8947, 2005-03-13.
[2][24]Sikulan Editor. Handbook of Research on Teacher Education[M].London:Macmillan, 1996.53,54.
[3]Indith C.Christensen, Ralph Fessler.Teacher Career Cycle Understanding and Building the Professional Development of Teachers[M].Boston:Allyn & Bacon,1992.60.
[4]苏素美.美国教师的“职业倦怠”之探讨[J].教育资料文摘,1995(3):138.
[5][8]Farber.B.A. Crisis in education: stress and burnout in the American teacher[M].San Francisco:Jossey-Bass,1991.59,61.
[6]梁云芳,王秀华.教师职业倦怠研究概说[J].教育实践与研究,2006(2):4-5.
[7]Donhan.J,Varma.V. Stress in teacher: past, present, future [M].London:Whurr,1998. 61-63.
[9]周彬.论教师职业倦怠的成因与对策[J].河北师范大学学报(教育科学版),2006(2):94-95.
[10]沈翰.教师职业倦怠---新课程实施中一个不可忽视的影响因素[D]:[硕士学位论文].长沙:湖南师范大学,2005.
[11][13]杨翠娥,黄祥祥.论教师职业倦怠[J].教育探索,2004(9):105.
[12][16]杨秀玉,杨秀梅.教师职业倦怠解析[J].外国教育研究,2002(2):57.
[14][19]张济舟.论教师职业倦怠的成因与对策[J].教学与管理,2004(3):3-4.
[15][23]蔡慧君,雷玉英.论教师职业倦怠[J].教育探索,2004(1):107-108.
[17]翟帆.压力叠加,农村教师职业认同感低[N].中国教育报,2007-1-5(2).
[18]杨秀玉,杨秀梅.教师职业倦怠解析[J].外国教育研究,2002(2):57.
[20]曾玲娟.新世纪的关注热点:教师职业倦怠[J].株洲师范高等专科学校学报,2002(3):83.
[21]叶昱松.教师职业倦怠成因分析及克服策略[J/OL].http://www.kfqedu.net/ ShowArticle. asp?ArticleID=431,2007-12-26.
[22]戴新利.教师职业倦怠的表现及干预策略[J].江西教育科研,2006(6):59.
[25][27]杨翠娥,黄祥祥.论教师职业倦怠[J].教育探索,2004(9):106.
[26]蒋会平,刘宏程,曾治国.高校教师职业倦怠调查及其对策研究[J].湘潭师范学院学报(社会科学版),2005(3):155.
[28]王汉卿.浅谈部分农村教师的职业倦怠的成因[J/OL].http://www.chinaeduin.com/wenzhang. asp?id=2054, 2007.
[29]Susanne Carter.Teachers Stress and Burnout,Organizing Systems to Support Competent Social Behavior In Children and Youth,Volume Ⅲ[J/OL].http://interact.uoregon.edu/wrrc/ Burnout.html,1994.
[30]李鸿波.教师也需要减负[J].世界教育信息,2004(Z2):51.
[31]邬开东,王志曲.入职阶段教师职业倦怠探析[J].现代教育科学,2005(1):1.
[32]黄莉.教师应如何面对职业倦怠[J].人民教育,2005(17):37.
[33]孙圣智.教师怎样与学生心灵沟通[J/OL].http://www.ejzc.com/show.asp?ArticleID=408,2005-03-14.
[34]张仁培.青年教师与家长沟通方式、途径与技巧[J/OL].http://www.hpe.cn/ShowNews.asp? ArticleID=8947, 2005-03-13.