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为了解大学英语教师职业倦怠的实际情况并提出缓解对策,笔者在广东省4所应用型本科院校的大学英语教师中进行了问卷调查和书面访谈。问卷调查结果显示,职业倦怠的三个标志性症状,情感耗竭,去人性化,个人成就感的检出率平均而言,都处于中低水平。在性别上,职业倦怠程度不存在显著差异。30岁以下的教师情感耗竭最强,而年长的教师和受教育程度越高的教师成就感降低的症状更强。书面访谈结果提示:造成大学英语教师职业倦怠主要有工作因素,学生,管理和教师自身发展因素。根据问卷和访谈结果,笔者建议要缓解大学英语教师职业倦怠症状,需要从教师内部调适和教学管理部门的外部调适两方面入手。
In order to understand the actual situation of college English teachers’ job burnout and put forward some countermeasures, the author conducted a questionnaire survey and written interviews with college English teachers in four applied undergraduate schools in Guangdong Province. The survey results show that the three landmark symptoms of job burnout, emotional exhaustion, dehumanization, personal achievement sense of the detection rate on the average, are at a low level. In terms of gender, there is no significant difference in the degree of job burnout. Teachers under the age of 30 have the strongest emotional exhaustion, while older teachers and those with higher levels of education have a lower sense of accomplishment. Written interviews suggest that: job burnout caused by college English teachers are the main factors of work, students, management and teachers themselves factors. According to the questionnaire and interviews, the author suggests that to alleviate the symptoms of college English teachers’ burnout, we should start from the internal adjustment of teachers and the external adjustment of teaching management departments.