特岗教师的地域融入与职业倦怠的关系研究———基于全国１３省的实证研究

A Study of the Relationship Between Regional Integration and Job Burnout of Special Post Teachers: Based on Empirical Studies in 13 Provinces

为探讨特岗教师地域融入与职业倦怠的关系，采用《特岗教师地域融入问卷》和《特岗教师职业倦怠问卷》对全国１３个省６０个县５９６６位特岗教师进行问卷调查，结果发现：特岗教师地域融入整体水平较好，在各维度上由高到低依次为归属感、地域贡献、活动参与；其地域融入总分受到特岗教师的性别、民族、学历及家庭与学校位置关系的影响。特岗教师职业倦怠整体水平较低，在各维度上由高到低依次为情感衰竭、个人成就；其职业倦怠总分受到特岗教师家庭与学校位置关系的影响。特岗教师地域融入及其各维度与职业倦怠及其各维度存在显著负相关，特岗教师地域融入对其职业倦怠具有显著的负向预测作用。可从提高特岗教师地域融入切入，降低特岗教师职业倦怠，以促进特岗教师队伍的稳定性。

\This study investigated the relationship between regional integration andjob burnout of special post teachers among 5966 special teachers in 60 counties of 13 provinces by using Special Post Teacher Regional Integration Questionnaire and Special Post Teacher Job Burnout Questionnaire. The results showed: (1) the teachers’ overall regional integration level was good； in all dimensions from high to low were a sense of belonging，regional contribution and activity participation； and the influential factors of regional integration were teacher’s gender， nationality， educational level， and the position relationship of family and school； (2) the overall level of job burnout of special post teachers was low; in all dimensions from high to low were emotional exhaustion and personal achievement； and the total score of burnout was influenced by the position relationship of family and school； and (3) the regional integration and its dimensions of special post teachers were negatively correlated with job burnout and its dimensions； and the regional integration of special teachers had a significant negative predictive effect on their job burnout. The paper put forward thatwe can start fromimproving special post teachers’ regional integration to reduce special post teachers’ job burnout and thus to promote the stability of special post teachers’ team.