圖書館

ABSTRACT

"ABSTRACT WITH THE DEVELOPMENT AND PROGRESS OF THE TIMES, THE SOCIETY'S HIGH REQUIREMENTS FOR TEACHERS MAKE THE PRESSURE OF TEACHERS INCREASE DAY BY DAY. THE NEGATIVE EVALUATION OF THE TEACHING INDUSTRY BY THE OUTSIDE WORLD HAS ALSO CAST A SHADOW ON THE PSYCHOLOGY OF TEACHERS, AND MORE AND MORE TEACHERS HAVE JOB BURNOUT. THE DEVELOPMENT OF THE TIMES PROMPTS THE SOCIETY TO RAISE THE REQUIREMENTS FOR TEACHERS, AND THE NEGATIVE EVALUATION INCREASES THE PRESSURE OF TEACHERS, LEADING TO JOB BURNOUT, WHILE THE REDUCTION OF JOB BURNOUT IS MORE CONDUCIVE TO THE ROBUST GROWTH OF TEACHERS. THEREFORE, THIS PAPER TAKES PRIMARY SCHOOL TEACHERS IN MACAO AS THE OBJECT, EXPLORES THEIR JOB BURNOUT STATUS AND CAUSES THROUGH QUESTIONNAIRES AND INTERVIEWS, AND ANALYZES THE RELATIONSHIP BETWEEN SOCIAL SUPPORT AND JOB BURNOUT. THE STUDY SHOWS THAT THE OVERALL LEVEL OF JOB BURNOUT OF MACAO PRIMARY SCHOOL TEACHERS IS HIGH, WITH EMOTIONAL EXHAUSTION AND LOW PERSONAL ACHIEVEMENT BEING THE MOST PROMINENT, AND THE DEGREE OF DEHUMANIZATION IS RELATIVELY LOW. EMOTIONAL EXHAUSTION IS REFLECTED IN TEACHERS' EXCESSIVE CONSUMPTION OF EMOTIONAL RESOURCES DUE TO LONG-TERM HEAVY TEACHING, ADMINISTRATIVE LOAD AND MULTIPLE ROLE PRESSURE, AND THE OBVIOUS DECLINE OF WORK ENTHUSIASM AND PATIENCE; LOW PERSONAL ACHIEVEMENT RESULTS FROM THE DELAYED NATURE OF EDUCATIONAL RESULTS, THE EXCESSIVE RELIANCE OF EVALUATION MECHANISM ON STUDENT ACHIEVEMENT, AND THE LACK OF SOCIAL RECOGNITION, WHICH MAKES IT DIFFICULT FOR TEACHERS TO OBTAIN STABLE VALUE AFFIRMATION. ALTHOUGH OVERALL DEHUMANIZATION IS CONTROLLABLE, IT IS STILL SEEN THAT SOME TEACHERS' EMOTIONAL INVESTMENT IN STUDENTS DECREASES AND THE INTERACTION TENDS TO BE MECHANICAL, WHICH IS RELATED TO CLASS SIZE, STUDENT BEHAVIOR AND SCHOOL MANAGEMENT STYLE. INDIVIDUAL FACTORS AFFECTING JOB BURNOUT INCLUDE PERSONALITY TRAITS, SELF-EFFICACY, PERSONAL EXPECTATION AND COPING STYLE; THE NON-INDIVIDUAL FACTORS WERE INSUFFICIENT SOCIAL SUPPORT, WEAK INSTITUTIONAL SUPPORT FROM SCHOOL, LIMITED EMOTIONAL SUPPORT FROM COLLEAGUES, AND LACK OF UNDERSTANDING FROM PARENTS, WHICH SIGNIFICANTLY AGGRAVATED BURNOUT. TO SOLVE THESE PROBLEMS, THE FOLLOWING STRATEGIES ARE PROPOSED. AT THE INDIVIDUAL LEVEL, TEACHERS SHOULD ENHANCE THEIR SELF-EFFICACY AND ACTIVELY PARTICIPATE IN TRAINING TO LEARN NEW EDUCATIONAL CONCEPTS AND METHODS. ADJUST PERSONAL EXPECTATIONS AND SET REASONABLE CAREER GOALS ACCORDING TO YOUR OWN SITUATION; IMPROVE YOUR COPING STYLE, FACE DIFFICULTIES POSITIVELY, AND MAINTAIN AN OPTIMISTIC ATTITUDE. AT THE SCHOOL LEVEL, IT IS NECESSARY TO OPTIMIZE MANAGEMENT, ESTABLISH A DEMOCRATIC AND HUMANIZED SYSTEM, AND GIVE TEACHERS THE RIGHT TO PARTICIPATE. IMPROVE THE EVALUATION SYSTEM, CONSIDERING VARIOUS FACTORS; BUILD GOOD INTERPERSONAL RELATIONSHIP AND STRENGTHEN COMMUNICATION BETWEEN TEACHERS AND LEADERS. AT THE SOCIAL LEVEL, WE SHOULD STRENGTHEN SUPPORT, RAISE SALARIES, AND GIVE UNDERSTANDING AND RESPECT. THROUGH THESE STRATEGIES, IT IS EXPECTED TO ALLEVIATE THE JOB BURNOUT AND PRESSURE OF PRIMARY SCHOOL TEACHERS IN MACAO, IMPROVE THEIR WORK MOTIVATION AND CAREER SATISFACTION, AND PROMOTE THE HEALTHY DEVELOPMENT OF TEACHERS.