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