教师职业倦怠的研究状况毕业论文外文翻译.docx

教师职业倦怠的研究状况毕业论文外文翻译.docx

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教师职业倦怠的研究状况毕业论文外文翻译

Chapter1ConceptsandResearchStatus

1.1DefinitionofJob-Burnout

EversinceFreudenbergerputforwardtheconcept"burnout",ithasbeenusedspecificallyonthejob-burnoutphenomenaofpeopleinvolvedinpeople-helpingoccupation.Job-burnoutisnowdividedintothreesections:

EmotionalExhaustionDepersonalizationandEfficacy.Suchdivisionisfollowedbymostresearchers.

1.1.1TheStaticDefinitionofJob-Burnout

Someresearchersstudyjob-burnoutfromastaticviewpoint.Forexample,Farber6holdsthatjob-burnoutoriginatesfromtheindividual'srecognitionoftheseriousimbalancebetweenhiseffortsandgains.Brillthinksthatthecharacteristicsofjobburnoutcanbeviewedfromtwoangles.Ontheonehand,theindividualhasexperiencedgoodjobachievementandhigheremotionallevelinthesamejobcontext;ontheotherhand,withoutoutsidehelporchangesintheenvironment,itmaybeverydifficultfortheindividualtoreturntotheoriginalstate.

1.1.2TheDynamicDefinitionofJob-Burnout

Otherresearcherstermjob-burnoutasadynamicprocess.Forexample,Chernissthinksthatjobburnoutcanbedividedintothreestages.Thefirststageisstress.Theindividualisfacedwithlong-termexcessiveemotionaldemandfromtheirtargetofservice,whichbringsimbalancebetweentheindividual'seffectiveresourcesandhisjobdemand.Thesecondstageisfatigue.Theindividualhasshort-termemotionalanxiety,fatigueandsenseofburnout.Thethirdstageiscalled"DefensiveCoping",whichinvolvesseriesofchangesinbehaviorandconduct.Theindividualstarttoputhisneedsinfrontofeverythingelseandtreatitstargetofserviceinanalienatedandmechanicalwaysoastodetachotherpeopleandreduceemotionalinput.Atlast,theindividualdiscoversthegreatdisparitybetweenhisactualjobstateandhisexpectation,whichmayleadtoconsiderabledeclineinjobsatisfaction

1.1.3GeneralDefinitionofJobBurnout

MaslachandJackson'sdefinitionofjob-burnoutisthemostoft-quotedinnumerousresearchliteratures.Herejobburnoutisdefinedas"theindividual'ssymptomsofemotionalexhaustion,depersonalizationandefficacyinoccupationalareaswithpeopleastheservicetarget."Emotionalexhaustionreferstotheindividual'sexcessiveconsumptioninemotionalresourceswhichleadstoemotionaldistressandtotallossofoccupationalpassion;depersonalizationreferstotheindividual'streatingthetargetofservicewithsuchnegativeattitudeasdenial,negation,apathyandexcessivedetachment;efficacyreferstotheindividualsdecliningsenseofcompetenceandjobachievementwithnegativeevaluationofthemeaningandvalueofone'sjob.

1.2Job-SatisfactionandOtherRelatedConcepts

Jobburnoutsharescertainsimilaritieswithoccupationalstress,depressionandoccupationalpressure.Aone-on-onecomparisonmaygiveusabetterunderstandingofthedefinitionofjobburnout.

1.2.1.JobBurnoutandOccupationalStress

Theirdifferencefallsintothreeparts.Firstly,stressreferstotheindividual'sshort-termadaptiveprocesswithpsychologicalandphysicalsymptoms.Whenoutsidefactorslikeworkingenvironmentplaceademandontheindividualthatisbeyondtheindividual'seffectivecopingresources,occupationalstresstakesplace.Job-burnoutmarksthebreakdownofthecopingprocess.It'stheresultoflong-term,persistentoccupationalstress.Secondly,occupationalstresshasawidertargetarea,anyonemayexperiencestressthroughhisjob,butonlythosewithahigherachievementmotivationoroccupationalgoals,orthosewhoseself-expectationdiffersgreatlyfromrealitymayexperiencejob-burnout.Thirdly,jobburnoutinvolvestheformationanddevelopmentoftheindividual'snegativeattitudeandbehaviortowardshistargetofservice,organizationandthejobitself.Occupationalstressmaynotbepairedwithsuchchangesinattitudeandbehavior.

1.2.2JobBurnoutandDepression

AccordingtoFreudenberger,jobburnoutisjob-relatedandapparentlycontext-bound.Depression,ontheotherhand,isuniversal.Warralsothinksthatdepressiondoesnothavecontextlimitationsanddemandswhilejob-burnoutisjob-related.

l.2.3JobBurnoutandOccupationalPressure

Firstly,occupationalstressadoptsauni-dimensionalapproachontheresearchofstressreactions,whilejobburnoutstudiesnotonlytheindividual'semotionalreactionsunderoccupationalpressure,butalsochangesintheindividual'sattitudeandbehaviortowardsothersandoneselfasaresultofoccupationalpressure.Secondly,occupationalpressureusuallyoriginatesfromtheindividual'srecognitionoftheimbalancebetweenthejobdemandandone'scapacity.Jobburnout,ontheotherhand,usuallyoriginatesfromtheindividual'srecognitionoftheimbalancebetweenthejobinputandreturns,inwhichemotionplaysasignificantrole.Thirdly,occupationalpressurecouldbeasimultaneousreaction,whilejobburnoutisalong-termgradualprocessofdevelopmentandevolvement.

1.3TheMeasurementofJobBurnout

Therearenumeroustoolsforthemeasurementofjobburnout,amongwhichthemostinfluentialandmostcommonlyusedshouldbetheMaslachBurnoutInventory（MBI）.Inallthepublishedempiricalstudiesonjobburnout,morethan90%researchpapersandreportsusedMBIasmeasurementtools.MBIincludethreesub-inventories:

emotionalexhaustion,depersonalizationandefficacy,totaling22items.Emotionalexhaustionsub-inventoryincludes9item,thedepersonalizationsub-inventory,5items.Inthesetwosub-inventories,thehighertheindividualscores,thehigherhislevelofburnout.Theefficacysub-inventoryinclude8items,thehighertheindividualscores,thelowerhislevelofburnout.Theseitemsfollowa7-gradingsystemrangingfrom"never""severaltimesyearly""onceamonthorless"."severaltimesmonthly""onceaweek""severaltimesweekly"to"everyday".Generallyspeaking,individualswithahighlevelofburnouttendtoscorehighontheemotionalexhaustionanddepersonalizationsub-inventoryandlowontheefficacysub-inventory.

1.4ResearchStatusofJobBurnout

Theresearchonjobburnoutcanbedividedintothefollowingstages:

（1）Clinicalresearch.Intheearlystages,mostresearchersweredoctorslikeFreudenberger.Mostoftheirresearchwasconductedfromaclinicalapproach,asinterventiononjobburnoutcases.Theyseldomdidempiricalstudies,nordidtheycaretoestablishatheoreticalframework.

（2）Developmentalresearch.Manyempiricalstudiesonjobburnoutappearedinthe1980s.Researchersputforwardempiricalproof（statistics,questionnaire,interviewreactionsandclinicalcases）ontheworkingmechanismandinterventiontechniquesofjobburnout.Theyalsodevelopedstandardizedmeasurementtools.Theseprovidedlaterresearcherswithrelativelypreciseoperationaldefinitionandassistanceinresearchmethodology.ThedevelopmentofMaslachBurnoutInventory（MBI）hasreceiveduniversalacknowledgmentamongresearchersandmarkedthebeginningofsystematicresearchonjobburnout.

（3）Integratedresearch.Atthepresentstage,mostjobburnoutresearchisstilllimitedonpeoplehelpingoccupations.Amongallthevariantsrelatedtojobburnout,moreattentionispaidonjob-satisfaction,occupationalpressure,jobexpectation,personalrelationsintheworkplace,workload,etc.9

1.5ResearchStatusofTeacherBurnout

Comparedwithburnoutresearchinotheroccupations,teacherburnoutclaimsnumerouspeculiarities.Thehomogeneityoftheservicetarget（students）isfarlargerthanthatofotheroccupations.Researchshowsthatteachersarefacedwithmuchhigheroccupationalstressthantheaveragepopulation.Areteachersmoresusceptibletojobburnout?

Mostempiricalstudiestodatedidn'tfoundenoughevidencetosupportthis.TeachersgetsimilarmarksasotherprofessionsonallthreeMBIinventories.Buttheyexhibitauniquefeatureintime.Farber（1984,1985）foundthattheoccupationalpressureandjobburnoutofAmericanteachersexhibitdifferentdevelopmentalmodesindifferentstages.Whenviewedonayearlybasis,mostteachersfeelrelativelymoderatepressureandburnout;butwhenviewedatdifferentstagesoftheschoolyear,theyshowacleartypeofchanges,risingatSeptemberandOctober,decliningatJanuary,thenriseatMarchandMayagain.Manydemographicalvariationsarecloselyconnectedwiththeonsetofteacherburnout.

Manyresearchesindicatethatmaleteachersdisplayahighersusceptibilitytojobburnoutthantheirfemalecounterpart;teachersundertheageof40areeasiertargetofjobburnoutthanolderteachers;teachersresponsibleforseniorgrades,orteachinglargeclasseswithlargenumbersofstudentsfeelsjob-burnoutmoreeasilyduetohighprofessionalpressure.Whenitcomestotheinfluenceofgenderuponthethreedimensionsofjobburnout,consensuscanonlybereachedonthedepersonalizationdimension,thatis,maleteachersinprimaryandmiddleschoolsgetsconsiderablyhighermarksthantheirfemalecounterparts.Forthedimensionofemotionalexhaustion,someresearchesshowthatamongprimaryanduniversityteachers,femalesratehigherthanmales（Byrne,1991），butAnderson&Iwanicki（1984）foundoppositeresults.Otherresearchesindicatethatgenderdistinctionsarenotsignificantinthisdimension.Manyresearchesfoundthatyoungerteachersdisplayhigherlevelsofemotionalexhaustionthanseniorteachers.Inotherdimensions,conclusionsaredifferent.In1993,Pderabissietal.foundinacross-culturalcomparativestudyinvolvingprimaryandmiddleschoolteachersinItalyandFrancethatageplaceconsiderableinfluenceonthedimensionsofdepersonalizationandemotionalexhaustion.Tea