论文部分内容阅读
目的:探讨特殊学校教师自我效能与职业倦怠之间的关系。方法:采用教师自我效能量表和职业倦怠量表对128名特殊学校教师进行问卷调查。结果:(1)特殊学校教师的职业倦怠状况比较严重,教师年龄越大,其职业倦怠感也越高,但男女教师之间无显著差异;(2)特殊学校教师的自我效能感水平普遍偏低,男教师的自我效能感显著低于女教师;(3)教龄以及自我效能感能够显著影响特殊学校教师的职业倦怠感。
Objective: To explore the relationship between special school teachers’ self-efficacy and job burnout. Methods: A questionnaire survey was conducted on 128 special school teachers using the self-efficacy questionnaire and burnout scale. Results: (1) The occupational burnout of teachers in special schools is more serious, the older the teachers are, the higher the burnout is, but there is no significant difference between male and female teachers; (2) The self-efficacy of special school teachers is generally Low, male teachers’ self-efficacy is significantly lower than that of female teachers; (3) Teaching age and self-efficacy can significantly affect the sense of job burnout of special school teachers.