HRM视角下的高校教师职业倦怠问题研究
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摘要
各种迹象表明，正处于社会转型时期的我国已经进入了职业倦怠的高发期，职业倦怠已成为近年来关注的热点问题。而教师作为职业倦怠的高发人群，其表现出的职业倦怠感对学生的成长及发展会产生巨大的消极影响。因此研究如何预防和克服教师职业倦怠问题就显得十分重要了。
本文正是在此背景下，选取以往被关注较少的高校教师作为研究对象，以大连市高校教师为主要调研对象，探讨产生高校教师职业倦怠的成因与解决策略。文章主要结构如下：
第一部分，概述了文章的研究背景，提出了研究意义和研究目标，介绍了本文采用的主要研究方法。
第二部分，通过对已有职业倦怠概念的归纳，提出了职业倦怠的内在属性和外在表现；对与职业倦怠容易混淆的工作应激、抑郁、工作压力、过劳等相关概念加以区分；运用三维度定义法对教师职业倦怠加以界定；对国内外教师职业倦怠研究状况进行了理论综述。
第三部分，介绍了大连市高校教师职业倦怠网上调查的问卷编制、施测程序以及调研数据的统计分析。得出主要结论有：其一，绝大部分被试高校教师出现了轻度的职业倦怠，虽然倦怠程度不高，但是实际上高校教师的职业倦怠情况已经非常明显。其二，在职业倦怠三维度中，个人成就感降低方面存在的个体差异最大，情绪衰竭是教师的职业倦怠表现最为普遍的维度。其三，学校类型、性别、教龄、学历、任职情况及职称等人口统计学变量对高校教师职业倦怠水平及各维度均有较为显著的差异性影响，并且各变量与职业倦怠及各维度之间存在着一定的相关性。最后，问卷调查所获得的引起高校教师职业倦怠的原因主要集中在高校管理制度不合理方面，为解决高校教师职业倦怠问题指明了方向。
第四部分，根据调研结论，提出了运用高校人力资源管理系统，解决高校教师职业倦怠问题的思路。具体做法如下：根据高校教师职业特点，科学界定教师工作内容、明确工作目标、减轻工作强度，给予教师更多的工作自主权，提高教师工作满意度；根据优秀高校教师人格特征，建立高校教师胜任特征模型，构建科学的人才招聘与选拔系统，做到人尽其才；根据高校教师职业生涯各阶段发展特点，建立科学、合理培训体制，保证教师个人发展的知识和技能需要；根据高校改革的需要，改变现有教师评价机制中注重硬性指标的结果导向评价，建立激励导向的注重过程的发展性教师评价机制，调动教师工作积极性；根据调研结果，高校教师人才激励方面存在的问题是产生职业倦怠的重要方面，因此高校应从物质激励和精神激励两方面着手，营造和谐的工作环境。
在本文的最后部分，阐述了文章的主要研究成果、提出了本研究的主要局限及后续研究的建议。
Much evidence has manifested China has entered the booming period of job burnout while the society is at the big turnaround. At the mean time, job burnout becomes the hotspot in the recent years. As the easy-infected group, teachers will bring lots of negative influences on students' growth and development by their senses of job burnout. Accordingly study on how to predict and overcome teachers' job burnout shows its great gravity.
Under this circumstance, this thesis selects college teachers who are always ignored as the research objectives, surveys college teachers in Dalian as samples, probes causes for the form of job burnout of college teachers, and advances solutions. The thesis mainly consists of following parts:
Part I summarizes the background, puts forward the significance and target of this research, and introduces main approaches adopted.
Part II gives the inner characteristics and outer behavior phenomena through inducing the concept of job burnout, differentiates the relative concepts of working hyperirritability, blahs, working stress and exhaustion which are easily confused with job burnout, applies 3-dimensional defining approach in clarifying the definition of teachers' job burnout, and sums up the current status of the researches on teachers' job burnout.
Part III introduces the compiling, handout and statistical analysis of the survey paper on Dalian college teachers' job burnout. Following conclusions are drawn: Firstly, most of the surveyed college teachers represent slight job burnout. Although college teachers' job burnout is not very serious, actually it is obvious. Secondly, in the 3 dimensions of job burnout, individuals behave the greatest difference in the respect of personal achievement; however, emotional exhaustion is the most universal dimension. Thirdly, variables, as type of academy, gender, age of teaching, education, position, assert great differential influences on the level and dimensions of college teachers' job burnout, which are also highly related to college teachers' job burnout and its dimensions. Lastly, the most distinct cause of college teachers' job burnout brought by this survey is the impertinency of college administrative regulations, and this discovery clearly shows the orientation to solve the problem of college teachers' job burnout.
Part IV according to research conclusion, puts forward using human resources management system to resolve the problem of college teachers' job burnout. According to the occupation characteristics of college teachers, college should define job content reasonably, make clearer objectives, reduce work intensity and give teachers more autonomy to raise satisfaction for their job. According to college teachers' personality, college should build up a college teacher competency model and construct a scientific talent recruitment and selection system in order to make everybody be able to exert his own expertise. According to characteristics of the various stages of career development for college teachers, college should establish a scientific and rational training system to ensure the demand of college teachers with the knowledge and skills needed for personal development. According to the needs of college reform, college should create an incentives mechanism for the development of process-oriented focus on teacher evaluation intead of the existing mechanism of a fixed quota and result-oriented for college teachers evaluation, so as to stimulate the enthusiasm of teachers. According to the findings, it is problems in college encouraging policy that cause teachers' burnout. Therefore, college should make efforts to create a harmonious working environment, including both material incentives and inspire incentives.
In the last part of this thesis, it described as the main research results, the main limitations of this study and follow-up research.
本文正是在此背景下，选取以往被关注较少的高校教师作为研究对象，以大连市高校教师为主要调研对象，探讨产生高校教师职业倦怠的成因与解决策略。文章主要结构如下：
第一部分，概述了文章的研究背景，提出了研究意义和研究目标，介绍了本文采用的主要研究方法。
第二部分，通过对已有职业倦怠概念的归纳，提出了职业倦怠的内在属性和外在表现；对与职业倦怠容易混淆的工作应激、抑郁、工作压力、过劳等相关概念加以区分；运用三维度定义法对教师职业倦怠加以界定；对国内外教师职业倦怠研究状况进行了理论综述。
第三部分，介绍了大连市高校教师职业倦怠网上调查的问卷编制、施测程序以及调研数据的统计分析。得出主要结论有：其一，绝大部分被试高校教师出现了轻度的职业倦怠，虽然倦怠程度不高，但是实际上高校教师的职业倦怠情况已经非常明显。其二，在职业倦怠三维度中，个人成就感降低方面存在的个体差异最大，情绪衰竭是教师的职业倦怠表现最为普遍的维度。其三，学校类型、性别、教龄、学历、任职情况及职称等人口统计学变量对高校教师职业倦怠水平及各维度均有较为显著的差异性影响，并且各变量与职业倦怠及各维度之间存在着一定的相关性。最后，问卷调查所获得的引起高校教师职业倦怠的原因主要集中在高校管理制度不合理方面，为解决高校教师职业倦怠问题指明了方向。
第四部分，根据调研结论，提出了运用高校人力资源管理系统，解决高校教师职业倦怠问题的思路。具体做法如下：根据高校教师职业特点，科学界定教师工作内容、明确工作目标、减轻工作强度，给予教师更多的工作自主权，提高教师工作满意度；根据优秀高校教师人格特征，建立高校教师胜任特征模型，构建科学的人才招聘与选拔系统，做到人尽其才；根据高校教师职业生涯各阶段发展特点，建立科学、合理培训体制，保证教师个人发展的知识和技能需要；根据高校改革的需要，改变现有教师评价机制中注重硬性指标的结果导向评价，建立激励导向的注重过程的发展性教师评价机制，调动教师工作积极性；根据调研结果，高校教师人才激励方面存在的问题是产生职业倦怠的重要方面，因此高校应从物质激励和精神激励两方面着手，营造和谐的工作环境。
在本文的最后部分，阐述了文章的主要研究成果、提出了本研究的主要局限及后续研究的建议。
Much evidence has manifested China has entered the booming period of job burnout while the society is at the big turnaround. At the mean time, job burnout becomes the hotspot in the recent years. As the easy-infected group, teachers will bring lots of negative influences on students' growth and development by their senses of job burnout. Accordingly study on how to predict and overcome teachers' job burnout shows its great gravity.
Under this circumstance, this thesis selects college teachers who are always ignored as the research objectives, surveys college teachers in Dalian as samples, probes causes for the form of job burnout of college teachers, and advances solutions. The thesis mainly consists of following parts:
Part I summarizes the background, puts forward the significance and target of this research, and introduces main approaches adopted.
Part II gives the inner characteristics and outer behavior phenomena through inducing the concept of job burnout, differentiates the relative concepts of working hyperirritability, blahs, working stress and exhaustion which are easily confused with job burnout, applies 3-dimensional defining approach in clarifying the definition of teachers' job burnout, and sums up the current status of the researches on teachers' job burnout.
Part III introduces the compiling, handout and statistical analysis of the survey paper on Dalian college teachers' job burnout. Following conclusions are drawn: Firstly, most of the surveyed college teachers represent slight job burnout. Although college teachers' job burnout is not very serious, actually it is obvious. Secondly, in the 3 dimensions of job burnout, individuals behave the greatest difference in the respect of personal achievement; however, emotional exhaustion is the most universal dimension. Thirdly, variables, as type of academy, gender, age of teaching, education, position, assert great differential influences on the level and dimensions of college teachers' job burnout, which are also highly related to college teachers' job burnout and its dimensions. Lastly, the most distinct cause of college teachers' job burnout brought by this survey is the impertinency of college administrative regulations, and this discovery clearly shows the orientation to solve the problem of college teachers' job burnout.
Part IV according to research conclusion, puts forward using human resources management system to resolve the problem of college teachers' job burnout. According to the occupation characteristics of college teachers, college should define job content reasonably, make clearer objectives, reduce work intensity and give teachers more autonomy to raise satisfaction for their job. According to college teachers' personality, college should build up a college teacher competency model and construct a scientific talent recruitment and selection system in order to make everybody be able to exert his own expertise. According to characteristics of the various stages of career development for college teachers, college should establish a scientific and rational training system to ensure the demand of college teachers with the knowledge and skills needed for personal development. According to the needs of college reform, college should create an incentives mechanism for the development of process-oriented focus on teacher evaluation intead of the existing mechanism of a fixed quota and result-oriented for college teachers evaluation, so as to stimulate the enthusiasm of teachers. According to the findings, it is problems in college encouraging policy that cause teachers' burnout. Therefore, college should make efforts to create a harmonious working environment, including both material incentives and inspire incentives.
In the last part of this thesis, it described as the main research results, the main limitations of this study and follow-up research.
引文
1．苏素美：“美国教师的职业倦怠之探讨”，《教育资料文摘》，1995(3)，P36-38
2．李永鑫：“工作倦怠及其侧量”，《心理科学》，2003(3)，P15-16
3．Rice L．P．：“Stress & Health”，石林等译，北京：中国轻工业出版社，2000
4．[美]史蒂芬·谢夫曼：“战胜销售倦怠”，冯学东译，北京：机械工业出版社，2005
5．李永鑫、李艺敏：“工作倦怠评价标准的初步探讨”，《心理科学》，2006，29，P48-50
6．刘维良：“教师职业倦怠及其与工作满意关系的研究”，北京教育学院学报(自然科学报)，2006(4)，P16-20
7．胡永萍：“江西省中学教师职业倦怠状况的调查研究”，江西教育科研(教育管理)，2004(1-2)，P50-54
8．邢金萍：“教师职业倦怠的背后——教师职业倦怠相关因素的调查与研究”，《河南大学学报》(社会科学版)，2006(1)，P61-63
9．[美]克里斯蒂娜·马斯拉奇，[加]麦克尔·P·雷特尔：《过劳的真相》，逸文译，北京：中国财政经济出版社，2004
10．杨鹏程：“论高校教师焦虑的成因与化解”，黑龙江教育(高教研究与评估)，2006(1、2)，P65-66
11．梅敏君、李泳鑫：“倦怠问卷(BM)的结构研究”，心理科学，2006，29(2)，P409-411
12．[韩]朴在林，韩光谟：《最佳工作场所：优秀企业考什么留住人才》，陈烨译，北京：人民邮电出版社，2004
14．钱铭怡，武国城等：“艾森克人格问卷简式量表中国版(EPQ--RSC)的修订”，《心理学报》，2000(32)，P31-36
15．李靖：“职业过劳与心理健康、组织公民行为等因素的关系”，《中国临床心理学杂志》，2003．P9-12
16．胡冰霜，梁友信：“精疲力竭症的三维模式”，《职业医学》，1997．24(6)， P46-48
17．王才康，胡中锋等：“一般自我效能感量表的信度和效度研究”，《应用心理学》，2001．7(1)，P37-40
18．李靖：“枯竭研究进展”，《北京大学学报》(自然科学版)，2003．39(2)，P28-29
19．Zimbardo P．G．：《心理学》，台湾：五南图书出版，1988，2
20. Cherniss, C.: Professional burnout in human service organizations. New York: praeger, 1980
21. Farber B.A.: Crisis in education: Stress and burnout in the American teacher. San Francisco. Jossey-Bass, 1985
22. Gold Y. & Roth R.A.: Teachers managing stress and preventing burnout: the professional health solution. London: falmer press, 1987
23. Schnob R. L.: Teacher Stress and Burnout. Handbook of Research on Teacher Education, Sikulan Editor, Macmillan, 1996
24. Maslach. C. &Jackson. S. E: Maslach burnout Inventory Manual, 2nd edn (Consulting Psychologists Press. Palo Alto), 1986
25. Btotheridge C.M., Lee R.T.: Emotional labor and burnout: Comparing two perspectives of "people work", Journal of Vocational Behavior, 2002(60), P17-39
26. Byrne B.M.,: The Maslach burnout inventory: testing for factorial validity and invariance across elementary intermediate and secondary teachers, Journal of occupational and organizational psychology, 1993.66(3),P 81-96
27. Boles J.S., Dean D.H., Xavier J.M.R., Short J.C., Wang G.P.: The dimensionality of the Maslach burnout inventory across small business owners and educators, Journal of vocational behavior, 2000.56(1)P12-34
28. Cordes C.L., Dougherty T.W.: A review and an integration of research on job burnout, academy of management review, 1993
29. Rizzo, J. R. House, R. J. &Lirtzman, S.: Role conflict and ambiguity in complex organizations.ildministrative Science Quarterly, 1970(15), P150-159
30. Lee R T, Ashfirth B E.A: Meta-analytic Examination of the Correlates of the Three Dimensions of Job Burnout.Journal of Applied Psychology, 1996, P81-90
31. Schwab R L.A: Cross-validation Study ofthe.Maslach Burnout Inventory. Educational and Psychological Mea.surement, 1981
32. Golembiewsk.i R T, Munzenrider R.: Phases of Psychological Burnout and Organizational Covariants: A Replication Using Norms from a Large Population. Journal of Health and Human Resources Administration, 1984, P7-18
33. Schaufeli W.B. &Enzmann D: The burnout companion to study and practice: Acritical analysis. London: Taylor and Francis, 1998
34. Glass. D.C &McKnight .J.D.: Percieved control, depressive symptomatology and professional burnout: A review of the evidence. Psychology and Health, 1996
35. Schaufeli, W. B. &Enzmann, D.: The burnout companion to study and practice: A critical Analysis. Washington, DG Taylor & Francis, 1998, P216-239
36. Shirom. A & Ezrachi.J.: On the discriminant validity of burnout, depression and anxiety. Submitted for publication, 2001
37. Shirom A., Westman M., Shamai O. &Carel F.S.: The effects of work overload and burnout on cholesterol and triglycerides levels: The moderating effects of emotional reactivity among male and female emploees. Journal of Occupational Health Psychology. 1997(2), P27-53
38. Schwab, R. L. & Iwanicki, E. F.: Who are our burned out teachers? Educational Research Quarterly, 7(2), P5
39. Shirom, A.: Burnout in work organizations, in C.L. Cooper and I. Robertson (eds). International and Organizational Psychology, vol.4(Wiley, London),1997
40. Maslach C. M. &Leiter M. P.: Burnout and Quality in A Sped-up World, The Journal for Quality and Participation, 2001(4), P22-43
41. Rosenholtz S. J.: Effective schools: Interpreting, the Journal of Education, evidente American, 1985(9), P38-56
42. Vandenbergbe R. &Huberman A.: Understanding and Preventing Teacher Burnout: a sourcebookof international research. Cambridge University Press. 1999
2．李永鑫：“工作倦怠及其侧量”，《心理科学》，2003(3)，P15-16
3．Rice L．P．：“Stress & Health”，石林等译，北京：中国轻工业出版社，2000
4．[美]史蒂芬·谢夫曼：“战胜销售倦怠”，冯学东译，北京：机械工业出版社，2005
5．李永鑫、李艺敏：“工作倦怠评价标准的初步探讨”，《心理科学》，2006，29，P48-50
6．刘维良：“教师职业倦怠及其与工作满意关系的研究”，北京教育学院学报(自然科学报)，2006(4)，P16-20
7．胡永萍：“江西省中学教师职业倦怠状况的调查研究”，江西教育科研(教育管理)，2004(1-2)，P50-54
8．邢金萍：“教师职业倦怠的背后——教师职业倦怠相关因素的调查与研究”，《河南大学学报》(社会科学版)，2006(1)，P61-63
9．[美]克里斯蒂娜·马斯拉奇，[加]麦克尔·P·雷特尔：《过劳的真相》，逸文译，北京：中国财政经济出版社，2004
10．杨鹏程：“论高校教师焦虑的成因与化解”，黑龙江教育(高教研究与评估)，2006(1、2)，P65-66
11．梅敏君、李泳鑫：“倦怠问卷(BM)的结构研究”，心理科学，2006，29(2)，P409-411
12．[韩]朴在林，韩光谟：《最佳工作场所：优秀企业考什么留住人才》，陈烨译，北京：人民邮电出版社，2004
14．钱铭怡，武国城等：“艾森克人格问卷简式量表中国版(EPQ--RSC)的修订”，《心理学报》，2000(32)，P31-36
15．李靖：“职业过劳与心理健康、组织公民行为等因素的关系”，《中国临床心理学杂志》，2003．P9-12
16．胡冰霜，梁友信：“精疲力竭症的三维模式”，《职业医学》，1997．24(6)， P46-48
17．王才康，胡中锋等：“一般自我效能感量表的信度和效度研究”，《应用心理学》，2001．7(1)，P37-40
18．李靖：“枯竭研究进展”，《北京大学学报》(自然科学版)，2003．39(2)，P28-29
19．Zimbardo P．G．：《心理学》，台湾：五南图书出版，1988，2
20. Cherniss, C.: Professional burnout in human service organizations. New York: praeger, 1980
21. Farber B.A.: Crisis in education: Stress and burnout in the American teacher. San Francisco. Jossey-Bass, 1985
22. Gold Y. & Roth R.A.: Teachers managing stress and preventing burnout: the professional health solution. London: falmer press, 1987
23. Schnob R. L.: Teacher Stress and Burnout. Handbook of Research on Teacher Education, Sikulan Editor, Macmillan, 1996
24. Maslach. C. &Jackson. S. E: Maslach burnout Inventory Manual, 2nd edn (Consulting Psychologists Press. Palo Alto), 1986
25. Btotheridge C.M., Lee R.T.: Emotional labor and burnout: Comparing two perspectives of "people work", Journal of Vocational Behavior, 2002(60), P17-39
26. Byrne B.M.,: The Maslach burnout inventory: testing for factorial validity and invariance across elementary intermediate and secondary teachers, Journal of occupational and organizational psychology, 1993.66(3),P 81-96
27. Boles J.S., Dean D.H., Xavier J.M.R., Short J.C., Wang G.P.: The dimensionality of the Maslach burnout inventory across small business owners and educators, Journal of vocational behavior, 2000.56(1)P12-34
28. Cordes C.L., Dougherty T.W.: A review and an integration of research on job burnout, academy of management review, 1993
29. Rizzo, J. R. House, R. J. &Lirtzman, S.: Role conflict and ambiguity in complex organizations.ildministrative Science Quarterly, 1970(15), P150-159
30. Lee R T, Ashfirth B E.A: Meta-analytic Examination of the Correlates of the Three Dimensions of Job Burnout.Journal of Applied Psychology, 1996, P81-90
31. Schwab R L.A: Cross-validation Study ofthe.Maslach Burnout Inventory. Educational and Psychological Mea.surement, 1981
32. Golembiewsk.i R T, Munzenrider R.: Phases of Psychological Burnout and Organizational Covariants: A Replication Using Norms from a Large Population. Journal of Health and Human Resources Administration, 1984, P7-18
33. Schaufeli W.B. &Enzmann D: The burnout companion to study and practice: Acritical analysis. London: Taylor and Francis, 1998
34. Glass. D.C &McKnight .J.D.: Percieved control, depressive symptomatology and professional burnout: A review of the evidence. Psychology and Health, 1996
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