论文部分内容阅读
[目的]探讨新升格高职高专院校教师职业倦怠的现状,为促进高职高专教育健康发展提供依据。[方法]采用分层整群抽样方法,运用修订的MBI-ES教师职业倦怠量表对河南省部分新升格高职高专院校405名教师进行问卷调查。[结果]新升格高职高专教师均存在不同程度的职业倦怠,在情绪衰竭、去个性化、个人成就感3个维度上,年龄、性别、学历、职称、教龄、任职情况、担任班主任和承担教学任务等均可影响教师的倦怠(P﹤0.05或P﹤0.01)。[结论]新升格高职高专院校教师普遍存在职业倦怠现象,但倦怠程度并不严重,多表现在情绪衰竭和个人成就感降低两个维度上,应引起教育管理部门和学校管理层面的重视。
[Objective] To explore the status quo of job burnout of teachers in newly promoted higher vocational colleges and provide basis for promoting the healthy development of higher vocational education. [Methods] A stratified cluster sampling method was used to survey 405 teachers in newly upgraded vocational colleges in Henan Province by using the revised MBI-ES teacher burnout scale. [Results] There were different levels of job burnout in the newly promoted higher vocational college teachers. In the three dimensions of emotional exhaustion, personalization and personal accomplishment, the teachers of grade, sex, education, professional title, teaching age, Teaching tasks and so on can affect teachers’ burnout (P <0.05 or P <0.01). [Conclusion] The teachers in newly promoted vocational colleges generally have the phenomenon of job burnout, but the degree of burnout is not serious. The performance is mainly manifested in the two dimensions of emotional exhaustion and personal accomplishment reduction, which should cause the education management department and the school management level Pay attention.