|
Factors Impacting Teachers' Job Burnout in a Private University in Zhanjiang, China |
|---|---|
| รหัสดีโอไอ | |
| Creator | Miaona You |
| Title | Factors Impacting Teachers' Job Burnout in a Private University in Zhanjiang, China |
| Publisher | Assumption University Press |
| Publication Year | 2568 |
| Journal Title | The Scholar: Human Sciences |
| Journal Vol. | 17 |
| Journal No. | 2 |
| Page no. | 218-229 |
| Keyword | Social Support, Social Emotional Ability, Teacher Burnout, Private University, Intervention Measures |
| URL Website | https://assumptionjournal.au.edu/index.php/Scholar/article/view/7985 |
| Website title | https://assumptionjournal.au.edu/index.php/Scholar |
| ISSN | 2586-9388 |
| Abstract | Purpose: This study aims to explore the impact of factors such as teachers' background, social support, social-emotional ability, teacher-student relationships, emotional exhaustion, depersonalization, and reduced personal accomplishment on teacher burnout at a private university in Zhanjiang, China, and to evaluate potential intervention measures. Research design, data, and methods: A questionnaire survey method was employed, utilizing a questionnaire covering seven aspects, including teachers' backgrounds. The questionnaire, conducted using a five-point Likert scale, targeted 100 teachers from various departments and majors at a private university in Zhanjiang. The study utilized the Index of Item-Objective Congruence (IOC) to assess validity and conducted a pilot test (n=50) to determine reliability using Cronbach's Alpha. Subsequently, a cohort of 30 teachers participated in a 15-week Intervention Design Implementation (IDI). Subsequent to this, the quantitative data obtained from pre-IDI and post-IDI assessments were subjected to paired-sample t-test analysis for comparison. Results: The study revealed significant correlations between teachers' background, social support, social-emotional ability, teacher-student relationships, emotional exhaustion, depersonalization, reduced personal accomplishment, and teacher burnout. Conclusion: To address burnout, school administrators and policymakers recommend interventions such as enhancing teachers' educational backgrounds, strengthening social support networks, fostering social-emotional abilities, promoting positive teacher-student relationships, and managing factors contributing to emotional exhaustion and reduced personal accomplishment. |
