城市初中教师工作倦怠状及其社会支持的关系研究

Current Situation of Job Burnout of Middle School Teachers in Urban Areas and Its Relationship with Social Support

以400名城市初中教师为被试，采用问卷调查法，考察了城市初中教师工作倦怠状况，详细探讨了工作倦怠各维度与社会支持各来源和类型之间的具体关系。结果发现，城市初中教师的情绪衰竭程度较为严重；男、女教师的工作倦怠程度没有显着差异；教龄为1年的教师工作倦怠程度最轻，其次是教龄为6─10年的教师；普通校教师的情绪衰竭和去人性化程度比示范校教师严重，但个人效能感水平不存在显着差异；社会支持对提高教师个人效能感的作用最大；就降低教师工作倦怠程度来说，来源于校领导的支持最为有效，情感支持比实际支持的作用更大；同时支持反而增加了教师的情绪衰竭程度。

This study surveyed the current situation of teacher burnout in a sample of 400 teachers from urban middle school with scales， and examined the relationship between dimensions of teacher burnout and sources and types of social support they received. The results showed that：urban middle school teachers’ emotional exhaustion is serious；gender does not affect the score of burnout significantly；teachers with 1 year job experience recorded significantly lower scores of burnout than others， and teachers who have worked for 6─10 years is secondly；urban middle school’s type affect the score of emotional exhaustion and depersonalization significantly， and does not affect reduced personal accomplishment；social support is most important to enhance feelings of teacher’s personal accomplishment；among all t he sources， supervisor and principal support is the most significant predictor of teacher burnout；emotional support is more significant predictor of teacher burnout than practical support；peer support increased teacher’s emotional exhaustion.