Keywords
Job satisfaction
Job burnout
Submitted : 2023-01-30
Accepted : 2023-02-14
Published : 2023-03-01
Abstract
With the rapid development of social economy and the deepening of higher education reform, college teachers in China are presenting increasingly complex and diverse characteristics. One of the main issues is that the phenomenon of job burnout is becoming increasingly rampant. Therefore, it is of great theoretical and practical significance to study the job satisfaction and burnout of university teachers to ensure effective development of universities and to improve the utilization of human resources, which will then enhance the competitiveness of universities. By analyzing the correlation between job burnout and job satisfaction, it is found that three factors of job burnout are negatively correlated with nine factors of job satisfaction, and the correlation coefficient was 0.01. It was found that the three dimensions of job burnout, which are emotional exhaustion, low achievement, and depersonalization of teachers has a direct negative predictive effect on the nine variables of job satisfaction of teachers, among which salary and welfare had the strongest predictive ability.
References
Yang J, 1982, Teacher’s Educational Beliefs and its Formation. Shanxi Education and Scientific Research Communication, 1982(5): 25–28.
Farber BA, 2000, Treatment Strategies for Different Types of Teacher Burnout. Psychotherapy in Practice, 2000(56): 55–58.
Wang J, 2009, Cause and Elimination Analysis of Administration Burnout in Higher Vocational Colleges. Cultural and Educational Information, 2009(25): 237–239.
Tang F, Peng Y, 2008, The Relationship Between College Teacher Burnout and Job Satisfaction and Social Support. China Public Health, 24(8): 930–932.
Demerouti E, Bakker AB, 2000, A Model of Burnout and Life Satisfaction Amongst Nurses. Journal of Advanced Nursing, 32(2): 454–464.
Liu C, 2014, Study on Job Burnout Intervention in College Teachers, Tianjin University Press, Tianjin, 139.
Feng J, Wang L, 2014, Factors and Countermeasures of Teacher Burnout. Contemporary Teacher Education, 7(03): 22–27.
Su Y, 2018, Relationship Between College Teacher Burnout and Job Performance, dissertation, Central South University of Forestry, Science and Technology, 41.
Zhu Y, 2007, The Career Burnout Study for College Teachers, dissertation, East China Normal University, 37.
Peng Z, 2014, Research on the Teacher Evaluation System of “Double Division” Quality in Higher Vocational Colleges. Education and occupation, 2014(36): 69–70.
Lu X, 2017, Enlightenment of Salary Structure of Primary and Secondary School Teachers in Taiwan to Teacher Salary Reform in Mainland China. Instructional Research, 40(02): 41–45.
Hu H, 2017, Research on Primary Education: Interpretation of Shanghai Dahushan Road No.1 Primary School. Sichuan Education Press, Chengdu, 167–172.
Xu Y, Wang F, 2003, Study on the Characteristics of Occupation Depletion in Chinese Teachers. Journal of Beijing Normal University, 2003(03): 57–63.
Qing S, 2017, Crack Teacher Burnout with Positive Psychology. People’s Education, 2017(09): 60–63.
Wang Y, 2017, Empirical Study on the Degree of Influence of Educational Environment on Teacher Teaching and Learning Status. Contemporary Education Science, 2017(03): 51–55.
Su D, 2013, Management Psychology, dissertation, Fudan University, 108.
Cao Y, 2005, Organizational Support to Reduce Job Burnout Among College Teachers. Economic Management, 2005(21): 49–53.
Woo J, 2018, Exploration of College Student Management System and Optimization Strategy. Industry and Technology Forum, 252.
Freudenberger HJ, 1974, Staff Burn-Out. Journal of Social Issues, 30(1): 159–165.