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本文使用教师教学效能感问卷和教师职业倦怠问卷(MBI)对对外汉语教师相关情况调查后发现:从总体上说,对外汉语教师教学效能感较强,职业倦怠程度不高。不同性别教师的教学效能感和职业倦怠差异不显著;不同学历教师在职业倦怠中的情感耗竭上有显著性差异,在其他维度上没有显著性差异;不同职称教师在个人教学效能感上有极其显著性差异,在其他维度上的差异不显著;不同教龄教师的个人教学效能感和情感耗竭差异显著,在其他维度上差异不显著。对外汉语教师教学效能感两个维度与其职业倦怠三个维度呈显著负相关,个人教学效能感和教龄是对外汉语教师职业倦怠三个维度的有效预测变量。
In this paper, using questionnaires of Teacher Efficacy and Teacher Job Burnout Questionnaire (MBI) to investigate the situation of teachers of Chinese as a foreign language, we find out: Generally speaking, teachers of Chinese as a foreign language are more effective in teaching and occupational burnout is not high. There was no significant difference in emotional exhaustion among occupational burnout among different academic qualifications, and there was no significant difference in other dimensions. Teachers with different professional titles had the highest personal efficacy in teaching Significant differences in other dimensions of the difference is not significant; different teachers of personal teaching efficacy and emotional exhaustion significant differences in other dimensions, the difference was not significant. The two dimensions of teaching efficacy of TCFL teachers are significantly negatively correlated with the three dimensions of their job burnout. The effectiveness of individual teaching and teaching age are the effective predictors of the three dimensions of TCFL burnout.