中小学教师职业枯竭状况及其与社会支持的关系

该研究提出了中国教师职业枯竭表现的新维度——知识枯竭，检验了四维度枯竭模型在中国的有效性。并采用问卷调查法，对全国679名中小学教师的职业枯竭状况进行了分析，考察了各种人口统计学变量之间的差异，并探讨了职业枯竭各个维度与社会支持之间的关系。结果发现，男教师、教龄在11~20年的教师枯竭程度较高。从社会支持对于教师枯竭的缓解作用来讲，来源于学生和学校领导的支持，以及情感型支持更为有效。

JOB BURNOUT AMONG ELEMENTARY AND HIGH SCHOOL TEACHERS:CHARACTERISTICS AND RELATIONSHIP WITH SOCIAL SUPPORT

This study developed “Chinese Teacher Job Burnout Inventory”, which is comprised with four dimensions, which are Emotional Exhaustion, Depersonalization, Personal Accomplishment, and Cognitive Burnout. 679 teachers from elementary and high schools joined the survey. The reliability and validity of the inventory is satisfactory. With the inventory, we explored the status of teachers’ job burnout and it’s relationship with the social support they received. The results indicate that the status of male teachers’ burnout is more severe. Teachers who have worked for 11~20 years have the highest feeling of EE and DP. The support from each source has significantly positive correlation with the dimensions of EE, DP, PA and IB. Among all the sources, the most effective support is which offered by the students and school leaders. Emotional support can predict EE, DP negatively, and predict PA positively. Practical support can predict PA positively, and predict IB negatively.