Teacher recruitment test center: teacher job burnout

In the field of teachers' written examination, teachers' job burnout and other knowledge about teachers' mental health not only have examination value, but also have practical significance, so it has become a high-frequency test center in teachers' written examination. The academic research and discussion on teachers' job burnout presents a situation of various schools and different views. In teachers' written examination, because most areas have not issued an examination outline and have not specified a bibliography, different versions of the statement often appear in the examination paper. Among them, the investigation of Mahler's poems and Faber is more common. In order to help the majority of candidates prepare for the exam, now the Chinese teacher simply combs the knowledge about Mahler's poems and Faber's teacher burnout.

Since the publication of 196 1 A Case of Job Burnout by American writer Glenn, the School of Psychology has been inspired to conduct in-depth research on job burnout, especially teachers' job burnout. In, American psychologist Friedenberg was considered to be the first person to introduce job burnout into the field of psychology (occupational psychology, 1974). So far, there are different schools of views in the field of psychology, such as clinical psychology, social psychology, histology and social history. Among them, the viewpoint of social psychology is the most typical. Social psychologists' views on teachers' job burnout are represented by Mahler, a psychology professor at the University of California, Berkeley. Mahler's poems describe the basic characteristics of job burnout from three dimensions:

(1) Emotional exhaustion: it belongs to the individual's evaluation of stress, showing extreme fatigue, exhaustion of energy, exhaustion of energy, complete loss of work enthusiasm, etc.

(2) Disintegration or personality disintegration: it belongs to the individual's evaluation of others, showing indifference, negative negation and insensitivity to others;

(3) Lack of personal accomplishment or low personal accomplishment: that is, an individual's self-evaluation, which is characterized by low self-evaluation and lack of adaptability.

199 1 American psychologist Faber attributed the performance of teachers' job burnout to the following three aspects according to the three dimensions of Mahler's poems:

(1) exhausted type: give up efforts to reduce investment and achieve psychological balance;

(2) Enthusiasm: I have a very strong desire for success. I once devoted myself enthusiastically to my work, but the great contrast between ideal and reality gradually eroded this enthusiasm, and the whole belief system collapsed, eventually falling into exhaustion;

(3) Low-challenge: I feel that doing my current job with my own ability is overqualified, and the current job itself lacks stimulation. I feel that doing my present job with my own ability is overqualified, so I'm tired of my job.

The above knowledge about Mahler's poems and Faber's Teachers' Job Burnout belongs to the examination center of recitation and understanding in teachers' written examination, and is often examined by objective questions such as single choice, multiple choice and judgment. In the process of preparing for the exam, the most common mistake made by candidates is to confuse the views of Mahler's poems with Faber's.

Typical test questions (single choice) Recently, Mr. Mou, a model teacher at the municipal level, often satirizes students in class and loves to answer their questions. This reflects the characteristics of teachers' job burnout.

A. Emotional exhaustion B. Personality disintegration C. Low sense of personal accomplishment D. Frustration

Answer B. Analysis: This question examines the test sites about the basic characteristics of teachers' job burnout in Mahler's poems. Teacher Zhongmou's attitude towards students stems from the teacher's evaluation of others, and his insensitivity, negative negation and insensitivity to students stems from his failure to treat students as real people, which is a basic feature of dehumanization.