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1、小学教师职业倦怠调查研究外文翻译 外文翻译原文1A study on primary school teacher teacher burnout levelsDefinitionThe most commonly accepted definition of burnout is the three dimensional one by Maslach et al 1986 According to this bumout is a three dimensional term which includes the emotional exhaustion apathy and decrea
2、se in personal success which is often seen in people who work face to face with others Maslach and Jackson 1986 Qtd In Aksoy 20078 What is important here is that bumout is a continuous variable and that individuals should not be classified as all or nothing Girgin and Baysal 20054 Studies have shown
3、 that burnout is an individual concept contains a negative emotional experience and is based on a chronic uninterrupted emotion It is differentto a transient feeling of tiredness which disappears after a time Possible to appear at different stages of work life burnout has the characteristics of a co
4、ntinuous negative emotional reaction Shirom 1989 Qtd in Vizh 2005 11 Burnout is a stress equation and an invasive process It has been related to peoples expectations and usually emerges as a result of a big mismatch between unrealistic expectations and real life Tiimkaya199611 In professions with in
5、tense face to face human relations such as the medical profession teaching and management burnout is more frequent due to the nature of the work Schwab Iwanicki 1982 Qtd in Vizh 200512 Teacher burnout is an example of a negative reaction against stressful instructional conditions students and lack o
6、f administrative support Seidman and Zager 1986-197 Qtd In Tmkaya 199627 Farber 1984 maintains that burnout results from discipline problems student apathy crowded classrooms compulsory appointments role conflict and criticism of teachers Qtd In Altay 2007 33 The emergence and spread of teacher burn
7、out may also result from the educational philosophy which changes in line with social economic and technological developments While educators were a strong element shaping educational decisions and supported by the society until 30-40 years ago this started to change particularly from the mid-70s an
8、d the effect of educators decreased Iwanicki 1983 Qtd in Gndz 2005 154 Personal variables that may cause burnout include the teachers age gender marital status education level length of work time spent in the last workplace Johnson Gold and Knepper 1984 Qtd in Aksoy 200720 experience whether teachin
9、g is perceived as a rewarding job and self perceptions about the effectiveness of ones teachingAimThe aim of this study is to determine teacher bumout in primary schools around the Turkish Republic of Northem Cypms Answers to the following questions were sought1 Do primary school teachers burnout le
10、vels differ meaningfully with respect to gender2 Do primary school teachers burnout levels differ meaningfully with respect to marital status3 Do primary school teachers burnout levels differ meaningfully with respect to with respect to selection of the professionMethodStudy ModelThis study followed
11、 the descriptive scanning method Such studies determine the relationships between variables examining events objects entities institutions groups and various fields Kaptan 1973 175 Therefore this study attempts to determine teacher burnout levels with respect to certain variablesPopulation and Sampl
12、eThe study population included the 1482 teachers who were working at the 98 schools affiliated to the Ministry of National Education and Culture in Lefkoa Gime Gazimagusa and Gzeiyurt during the 2007-2008 academic year com The sample comprised 196 teachers from 14 of these schools which were selecte
13、d randomly As the sample gets bigger its reliability increases This depends on group size If the group or population does not exceed several hundred a 50 sample is necessary If it reaches thousands a sample of 10 or less might be satisfactory Karata 198497 The current study reached 13 of the populat
14、ionData CollectionTwo instruments were used in data collection1 Personal Information form2Maslach Burnout Inventory The former was designed by the researcher It included questions about the participating teachers gender age marital status length of employment time spent at the school of employment t
15、he program they graduated from weekly contact hours economic status perception and whether they chose the profession on their own will At the end of the form there were two open-ended questions asking the rewarding and challenging aspects of teaching It had a total of 11 questions including the two
16、open-ended itemsValidity and Reliability of the InventoryThe reliability study of Maslach Burnout Inventory was determined by Kuder-Richardson 20 formula and the halving techniqueFindings and InterpretationsThe gender distribution of participating teachers were as follows 566 females 434 males Of th
17、ese 704 were married and 296 were single The percentage of teachers who had been working between 1-5 years was 286 6-10 years was 281 11-15 years was 25 and 16-20 years was 122SuggestionsThe analyses showed that female teachers may be more prone to bumout due to feelings of desperation at work disap
18、pointment and exhaustion at the end of the day Therefore the schedules of female teachers and their tasks at schools may be reconsidered This would be especially relevant for Turkey where the culture gives females and particularly married females more family responsibilitiesIn order to avoid feeling
19、s of professional despair teachers need to follow technological advancements and the developments in the field They also need rigorous in-service training This should be provided on an equal-opportunity basisExcessive teaching load may lead to an increase in apathy levels showing that reducing teach
20、ing hours and giving teachers more time for themselves may help reduce their apathyThe results have also shown that when teachers choose the profession willfully they experience less bumout Therefore the profession should be made more attractive and those who really want to teach should be hired to
21、fill open positions Otherwise there will be much higher bumout levels in the teaching professionAuthor Ozan Mukadder BoydakNationality TurkeyOriginate fromEducation v129 n4 p692-703 Sum 2009译文1 关于小学教师职业倦怠水平的调查研究小学教师职业倦怠定义职业倦怠最普遍接受的定义是由马斯拉奇等1986确认的三维定义根据这种情况职业倦怠是一个三维的术语包括情绪衰竭情感淡漠和减少个人的成功这经常出现在工作时与别人面
22、对面的人身上马斯拉奇和杰克逊1986QTD索伊20078 这里重要的是职业倦怠是一个连续变量个人不应该被列为全有或全无吉尔金贝索尔20054研究已经表明倦怠是一个单独的概念包含一个负的情感体验而且这个概念建立在一种慢性不间断情感的基础上它同一段时间后就会消失的短暂的疲劳感不同倦怠可能出现在工作和生活的不同阶段职业倦怠有一个特点那就是持续的负面情绪的反应Shirom1989QTDVizh200511倦怠是一个压力方程和入侵过程它已涉及到人们的期望并通常出现的结果一个大的不切实际的期望和现实生活之间的不匹配Tiimkaya199611在激烈的人与人之间的面对面的关系如医疗行业教学与管理的专业职业倦
23、怠更频繁教师的职业倦怠证明了消极的反应对紧张的教学条件学生以及缺乏行政支持塞德曼扎格1986-197 QTD在Tmkaya199627法伯1984认为工作倦怠来自纪律问题学生的冷漠拥挤的教室强制任命角色冲突和批评教师教师职业倦怠的出现和蔓延也可能来自于社会经济和科技发展变化下的教育理念从30至40年前开始教育是一个形成教育决策和社会支持的重要元素这一切特别是从70年代中期开始改变并且导致了教育工作者的减少Iwanicki1983年QTD京迪兹2005154可能会导致工作倦怠的个人变量包括教师的年龄性别婚姻状况教育程度工作年限在上一份工作上所花费的时间经验教学是否被认为是一项很有意义的工作和教学
24、有效性上的自我观念本研究的目的是什么决定了在土耳其共和国北Cyprus周围的小学中教师的倦怠以下问题需要被回答1小学教师的职业倦怠水平受性别的影响有多大2小学教师的职业倦怠水平受婚姻状况的影响有多大小学教师的职业倦怠水平受专业选择的影响有大 方法研究模型本研究遵循的描述的扫描方法这些研究的变量有事件对象实体机构团体和各个领域之间的关系因此本研究试图确定教师职业倦怠的水平受特定变量的影响Kaptan1973年175人群和样本研究对象包括1482名教师在2007-2008学年分别在LefkoGIMEGazimagusa和Gzeiyurt隶属于国民教育和文化部下属的98所学校的教师工作样本包括196
25、 名随机选择自14所以上学校中的教师由于样本变大了它的可靠性增加这取决于样本团队的大小倘本集团或人口不超过几百个50的样品是必要的如果它达到数千10或更少的样品可能会对令人满意目前的研究达到了整体人群数量的13数据采集信息收集的两个要点comach倦怠量表前者是由研究人员设计的它包括了参与教师的性别年龄婚姻状况受聘时长花费的时间他们毕业的专业每周工作时长经济状况以及他们是否选择了自己喜欢的专业在表格的街尾有两个主观题问的是教学的奖励和挑战性一共有11个问题其中包括了两个开发式主观题统计的有效性和可靠性统计的可靠性研究是由库德 - 理查德森20式和减半技术的可靠性研究决定的调查结果及诠释参与的教
26、师性别分布情况如下566为女性434为男性其中704是已婚296为单身已经工作1-5年之间的教师的比例为2866-10年为28111-15年的为25而16至20年的为122建议分析结果表明女教师可能更容易产生倦怠因为工作时压迫感和疲惫绝望因此学校里女教师的任务和时间表需要重新考量这尤其是针对土耳其女性因为土耳其文化给女性尤其是已婚的女性更多的家庭责任为了避免专业感的消失教师需要遵循在该领域的技术进步和发展他们还需要严格的在职培训这应该是建立在一个机会均等的基础上教学负荷过大可能会导致冷漠的水平增加减少教学时间让教师有更多的时间留给自己可能有助于减少他们的冷漠结果还表明当教师遵从自主意见选择专业
27、他们会经历较少的倦怠因此行业应更具吸引力那些真正想教书的应该填补现有的空缺否则他们会有更多的倦怠感作者com国籍土耳其出处教育科学期刊论文2009129第692703页Burnout among New Zealand Primary School TeachersThis study examined factors relating to levels of job burnout in a sample of 386 New Zealand teachers and principals at 47 Auckland North Shore primary schools The res
28、ults confirmed the construct validity of the Maslach Burnout Inventory and showed that thest teachers recorded significantly higher scores on the MBI emotional exhaustion subscale than a normative sample of United States teachers The nature of these differences and implications of the findings for r
29、educing work stress among teachers are discussedRecent research has shown that a number of key school culture variables are associated with teacher burnout These include 1 increased drive for measurable goal achievement imposed on teachers by school administration 2 the lack of trust in teachers pro
30、fessional adequacy 3 circumscribing school culture and 4 disagreeable physical environments to work in In New Zealand educational reforms over the past decade have placed increased pressures on schools by requiring them to operate as self-managed organizations working under charter to the Ministry o
31、f Education One effect of this is that school staff often have responsibilities for financial and resource management as well as for the delivery of the curriculum to a specified standard Schools are held accountable to the Ministry through a stringent evaluation process administered by the Educatio
32、n Review Office The present research was designed to explore substantive issues relating to levels of burnout among New Zealand primary school teachers The aims of the study were threefold 1 to confirm the factory structure of the most commonly used measure of burnout the Maslach Burnout Inventory M
33、BI in this sample 2 to examine differences in burnout associated with variations in demographic and occupational variables and 3 to compare levels of burnout experienced by New Zealand primary teachers with those reported by a normative sample of primary teachers in the United States where the MBI w
34、as developed and validated Exploration of these issues in essential for a establishing the utility of the MBI as a measure of burnout in New Zealand and b determining the extent to which New Zealand primary teachers do in fact experience burnout and the factors associated with burnout in this occupa
35、tional groupMethodSampleParticipants in this study were 386 teachers and principals from 47 schools zoned on the North Shore of Auckland The study was part of a larger investigation of occupational stressors in primary schools Demographic characteristics of the sample are shown in Table 1 This shows
36、 that the majority of the sample were female and of European origin A high percentage of the participants 295 had over 20 years experience teaching and most 63 were between 30 and 49 years of age Well over half of the samples were employed in Scale A basic teaching positions 61 and were full time 81
37、 This table also provides a comparison of the number of teachers at each level of teaching qualifications of the participants the number of children or dependents in their care and the number of emotional support networks they reported as being available to themProcedureAll primary school principals
38、 in the North Shore and Hibiscus Coast zoning of Auckland New Zealand were phoned and given information about the study and permission was requested for the researcher the first author to recruit volunteers for the survey Principals whose permission was obtained were sent multiple copies of the surv
39、ey to distribute to teachers in their school Participants were advised in a cover letter that the survey was designed to gather information about teachers perceptions of working conditions and personal adjustment Postage-paid return envelopes were provided to ensure confidentiality and to maintain a
40、nonymity teachers were not asked to identify themselves on the survey form Completed surveys were received from 47 of the 53 schools who had agreed to participate The procedure for conducting this study was formally approved by the Massey University Human Ethics CommitteeResultsIn summary these anal
41、yses show that teachers in the upper primary school level year 4-6 and the staff in the 30-39 year-old age range record the highest level of Emotional exhaustion EE The mean for personal accomplishment PA is highest amongst year 1-3 teachers compared with year 4-6 and special education staff Male re
42、spondents and teachers in the 4-06 year range recorded the highest levels of depersonalization DP compared with their peersImplications for alleviating teacher burnoutBurnout research has as its ultimate objective the amelioration of the negative effects of stress which is in this case is identified
43、 as emotional exhaustion The findings of this study further confirm that stress and burnout are an occupational hazard of the teaching profession and that steps need to be taken to alleviate the situation for all concerned These steps should includeIdentifying specific stressors within the work envi
44、ronment that contribute to this effectStrategies for increasing teachers abilities to deal effectively with the demands of educational reformsProvision of greater personal guidance and support for teachersProvision of informative and helpful feedback about teachers quality of work and achievementsIm
45、plementation of professional support networks to overcome a sense of feeling isolated in the classroom Promotion of ongoing programs concerned with stress management coping strategies and development of a balanced approach to livingThe development of these forms of support is a major challenge but a
46、lleviation of stress and burnout is critically important for ensuring imum job performance health and well being amongst New Zealand teachersAuthor Anna WhiteheadKen RybaNationality ZealandOriginate fromNew Zealand Journal of Psychology Vol29 No2 P52-60 December2000译文2新西兰小学教师的职业倦怠本研究旨在探讨分布在新西兰奥克兰北岸4
47、7所小学里386名教师和校长的职业倦怠水平及其发生的因素结果证实了工作倦怠统计表的结构效度和显示这些教师记录MBI情绪耗竭量表的得分比一般的美国教师要高并对产生这些差异的原因且如何减轻教师工作压力进行了讨论最近的研究表明一些的学校文化助长了教师职业倦怠这些内容包括1增加绩效对老师的驱动2缺乏对教师专业的充足信任3外接学校文化4不愉快的硬件环境在新西兰在过去的十年教育改革中要求学校实现自我管理教育部对学校的压力增加这样做的效果是学校的工作人员对学校的财务和资源管理负责并且要教授指定的标准课程对学校进行严格的评估通过教育审查办公室管理部负责本研究旨在探讨是什么导致了新西兰小学教师的职业倦怠水平研究
48、目的有三1确认对工作结构的倦怠工作倦怠统计表MBI在此示例中最常用的指标2在人口结构的变化和职业变量的变化中检查倦怠的差异3与MBI中提到的并证实的美国一般小学教师的倦怠行与新西兰小学教师的职业倦怠水平的比较在此比较中以下这些问题的探讨必不可少的a建立一个实用的在新西兰衡量职业倦怠的标准及b确定后续的延伸在何种新西兰的小学教师上做实际上经验倦怠的因素与这个职业的倦怠方法样本在这项研究中参与者为386名奥克兰北岸47所学校的校长和教师此项研究为小学教师职业压力的调查研究的一部分大多数的受访对象为女性且是欧洲血统高比例的受访者295有超过20年的教学经验大多数63的年龄在30岁至49岁之间超过一半
49、的样本规模基本教学岗位61和都是全职81在北岸和芙蓉海岸分区的奥克兰新西兰的所有小学校长都通过电话联系并被告知所有提供的信息都是用于研究第一作者得到校长的许可发送的多个副本分发到学校的教师的调查参与者受到的信都会提示本次调查的目的是收集信息教师的工作条件和调整个人的看法邮资已付以确保机密性保持匿名教师不要求注明自己的身份完成调查共收到来自53所学校中的47所学校同意参加梅西大学Massey University人类伦理委员会正式批准进行这项研究的过程结果总之这些分析表明小学的教师4-6年在3039岁的年龄范围和工作人员的情绪耗竭EE记录的最高水平同工作4-6的特殊工作人员相比有1-3年工作经验的教师的个人成就感PA平均水平最高与同龄人相比男性受访者和有4
