小學教師職業(yè)倦怠調(diào)查研究外文翻譯

1、<p>　　小學教師職業(yè)倦怠調(diào)查研究外文翻譯</p><p><b>　　原文1</b></p><p>　　A study on primary school teacher </p><p>　　teacher burnout levels</p><p><b>　　………</b>&

2、lt;/p><p>　　Definition</p><p>　　The 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 i

3、ncludes the emotional exhaustion, apathy and decrease in personal success which is often seen in people who work face to face with others (Maslach and Jackson, 1986; Qtd. In Aksoy, 2007,8). What is important here is that

4、 bumout is a continuous variable and that individuals should not be classified as all or nothing (Girgin and Baysal</p><p><b>　　Aim</b></p><p>　　The aim of this study is to determine

5、 teacher bumout in primary schools around the Turkish Republic of Northem Cypms. Answers to the following questions were sought.</p><p>　　1. Do primary school teachers' burnout levels differ meaningfully

6、 with respect to gender?</p><p>　　2. Do primary school teachers' burnout levels differ meaningfully with respect to marital status?</p><p>　　3. Do primary school teachers' burnout levels

7、 differ meaningfully with respect to with respect to selection of the profession?</p><p><b>　　Method</b></p><p>　　Study Model</p><p>　　This study followed the descriptiv

8、e 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

9、teacher burnout levels with respect to certain variables.</p><p>　　Population and Sample</p><p>　　The study population included the 1482 teachers who were working at the 98 schools affiliated to

10、 the Ministry of National Education and Culture in Lefko§a, Gime, Gazimagusa and Güzeiyurt during the 2007-2008 academic year (www.mebnet.net). The sample comprised 196 teachers from 14 of these schools which w

11、ere selected 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</p><p>　　Dat

12、a Collection</p><p>　　Two instruments were used in data collection:</p><p>　　1. Personal Information form,</p><p>　　2.Maslach Burnout Inventory. The former was designed by the resea

13、rcher. It included questions about the participating teachers' gender, age, marital status, length of employment, time spent at the school of employment, the program they graduated from, weekly contact hours, economi

14、c 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 que&

15、lt;/p><p>　　Validity and Reliability of the Inventory</p><p>　　The reliability study of Maslach Burnout Inventory was determined by Kuder-Richardson 20 formula and the halving technique</p>

16、<p>　　Findings and Interpretations</p><p>　　The gender distribution of participating teachers were as follows: 56,6% females, 43,4% males. Of these, 70,4% were married and 29,6% were single. The percent

17、age of teachers who had been working between 1-5 years was 28,6%; 6-10 years was 28,1%; 11-15 years was 25%, and 16-20 years was 12,2%.</p><p>　　Suggestions</p><p>　　The analyses showed that fem

18、ale teachers may be more prone to bumout due to feelings of desperation at work, disappointment and exhaustion at the end of the day. Therefore, the schedules of female teachers and their tasks at schools may be reconsid

19、ered. This would be especially relevant for Turkey where the culture gives females, and particularly married females, more family responsibilities.</p><p>　　In order to avoid feelings of professional despair

20、, 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 basis.</p><p>　　Excessive

21、teaching load may lead to an increase in apathy levels, showing that reducing teaching hours and giving teachers more time for themselves may help reduce their apathy.</p><p>　　The results have also shown th

22、at 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 fill open positions. Otherwise

23、, there will be much higher bumout levels in the teaching profession.</p><p><b>　　………</b></p><p>　　Author: Ozan Mukadder Boydak</p><p>　　Nationality: Turkey</p>&

24、lt;p>　　Originate from：Education, v129 n4 p692-703 Sum 2009</p><p><b>　　譯文1</b></p><p>　　關(guān)于小學教師職業(yè)倦怠水平的調(diào)查研究</p><p><b>　　………</b></p><p>　　小學教師職業(yè)

25、倦怠定義職業(yè)倦怠最普遍接受的定義是由馬斯拉奇等（1986）確認的三維定義。根據(jù)這種情況，職業(yè)倦怠是一個三維的術(shù)語，包括情緒衰竭，情感淡漠和減少個人的成功，這經(jīng)常出現(xiàn)在工作時與別人面對面的人身上（馬斯拉奇和杰克遜，1986；QTD，索伊，2007,8 ）。這里重要的是，職業(yè)倦怠是一個連續(xù)變量，個人不應(yīng)該被列為全有或全無（吉爾金貝索爾，2005，4）。研究已經(jīng)表明，倦怠是一個單獨的概念，包含一個負的情感體驗，而且這個概念建立在一種慢性不間斷

26、情感的基礎(chǔ)上。它同一段時間后就會消失的短暫的疲勞感不同。倦怠可能出現(xiàn)在工作和生活的不同階段，職業(yè)倦怠有一個特點，那就是持續(xù)的負面情緒的反應(yīng)（Shirom，1989；QTD，Vizh，2005，11）。倦怠是一個壓力方程和入侵過程。它已涉及到人們的期望，并通常出現(xiàn)的結(jié)果，一個大的不切實際的期望和現(xiàn)實生活之間的不匹配（Tiimkaya，1996,11）。在激烈的人與人之間的面對面的關(guān)系，如醫(yī)療行業(yè)，教學與管理的專業(yè)，職業(yè)倦怠更頻繁。教師的職

27、業(yè)倦怠，證明了消極的反應(yīng)對緊張的教學條件，學生，以及缺乏行政支持（塞德曼扎格，1986-197; QTD。在</p><p>　　本研究的目的是，什么決定了在土耳其共和國北Cyprus周圍的小學中，教師的倦怠。以下問題需要被回答。1.小學教師的職業(yè)倦怠水平，受性別的影響有多大？2.小學教師的職業(yè)倦怠水平，受婚姻狀況的影響有多大？3.小學教師的職業(yè)倦怠水平，受專業(yè)選擇的影響有大？ 方法研究模型本研究遵循的描述的掃描

28、方法。這些研究的變量有事件，對象，實體，機構(gòu)，團體和各個領(lǐng)域之間的關(guān)系。因此，本研究試圖確定教師職業(yè)倦怠的水平受特定變量的影響。（Kaptan，1973年，175）人群和樣本研究對象包括1482名教師，在2007-2008學年，分別在Lefko，GIME，Gazimagusa和Güzeiyurt隸屬于國民教育和文化部下屬的98所學校的教師工作。樣本包括196 名隨機選擇自14所以上學校中的教師。由于樣本變大了，它的可靠性增加。

29、這取決于樣本團隊的大小。倘本集團或人口不超過幾百個，50％的樣品是必要的。如果它達到數(shù)千，10％或更少的樣品可能會對令人滿意。目前的研究達到了整體人群數(shù)量的13％。數(shù)據(jù)采集信息收集的兩個要點：1.個人信息的形式。2.Maslach倦怠量表。</p><p>　　前者是由研究人員設(shè)計的。它包括了參與教師的性別，年齡，婚姻狀況，受聘時長，花費的時間，他們畢業(yè)的專業(yè)，每周工作時長，經(jīng)濟狀況，以及他們是否選擇了自己喜歡的

30、專業(yè)。在表格的街尾，有兩個主觀題，問的是教學的獎勵和挑戰(zhàn)性。一共有11個問題，其中包括了兩個開發(fā)式主觀題。統(tǒng)計的有效性和可靠性統(tǒng)計的可靠性研究是由庫德 - 理查德森20式和減半技術(shù)的可靠性研究決定的。</p><p>　　調(diào)查結(jié)果及詮釋參與的教師性別分布情況如下：56.6％為女性，43.4％為男性。其中，70.4％是已婚，29.6％為單身。已經(jīng)工作1-5年之間的教師的比例為28.6％；6-10年為28.1％，11

31、-15年的為25％，而16至20年的為12.2％。建議分析結(jié)果表明，女教師可能更容易產(chǎn)生倦怠，因為工作時壓迫感和疲憊絕望。因此，學校里女教師的任務(wù)和時間表需要重新考量。這尤其是針對土耳其女性，因為土耳其文化給女性，尤其是已婚的女性，更多的家庭責任。為了避免專業(yè)感的消失，教師需要遵循在該領(lǐng)域的技術(shù)進步和發(fā)展。他們還需要嚴格的在職培訓。這應(yīng)該是建立在一個機會均等的基礎(chǔ)上。教學負荷過大，可能會導致冷漠的水平增加，減少教學時間，讓教師有更多的時

32、間留給自己，可能有助于減少他們的冷漠。結(jié)果還表明，當教師遵從自主意見選擇專業(yè)，他們會經(jīng)歷較少的倦怠。因此，行業(yè)應(yīng)更具吸引力，那些真正想教書的應(yīng)該填補現(xiàn)有的空缺。否則，他們會有更多的倦怠感。</p><p><b>　　………</b></p><p>　　作者：歐贊.馬德爾.博伊達克</p><p><b>　　國籍：土耳其</b

33、></p><p>　　出處：教育科學期刊論文，2009（129）,第692–703頁</p><p><b>　　原文2</b></p><p>　　Burnout among New Zealand Primary School Teachers</p><p><b>　　…………</b>

34、;</p><p>　　This 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 results confirmed the construct

35、 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 the

36、se differences and implications of the findings for reducing work stress among teach</p><p>　　Recent research has shown that a number of key school culture variables are associated with teacher burnout. Thes

37、e include: (1) increased drive for measurable goal achievement imposed on teachers by school administration; (2) the lack of trust in teachers’ professional adequacy; (3) circumscribing school culture; and, (4) disagreea

38、ble 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 </p><p>　　The present research was desig

39、ned 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 b

40、urnout, the Maslach Burnout Inventory (MBI), 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

41、by New Zealand primary teacher</p><p><b>　　Method</b></p><p><b>　　Sample</b></p><p>　　Participants in this study were 386 teachers and principals from 47 sch

42、ools 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 that the ma

43、jority of the sample were female and of European origin. A high percentage of the participants (29.5%) had over 20 years experience teaching and most (63%) were between 30 and 49 years of age. Well over half o</p>

44、<p><b>　　Procedure</b></p><p>　　All primary school principals in the North Shore and Hibiscus Coast zoning of Auckland, New Zealand were phoned and given information about the study and per

45、mission 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 survey to distribute to teachers in their school

46、. Participants were advised in a cover letter that the survey was designed to gather information about teachers’ perception</p><p><b>　　Results</b></p><p>　　In summary, these analyse

47、s 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

48、amongst year 1-3 teachers compared with year 4-6 and special education staff. Male respondents and teachers in the 4-06 year range recorded the highest levels of depersonalization (DP) compared with their peers.</p>

49、;<p>　　Implications for alleviating teacher burnout</p><p>　　Burnout research has as its ultimate objective, the amelioration of the negative effects of stress, which is in this case is identified as

50、“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 concerne

51、d. These steps should include:</p><p>　　Identifying specific stressors within the work environment that contribute to this effect;</p><p>　　Strategies for increasing teachers abilities to deal e

52、ffectively with the demands of educational reforms;</p><p>　　Provision of greater personal guidance and support for teachers;</p><p>　　Provision of informative and helpful feedback about teacher

53、s quality of work and achievements;</p><p>　　Implementation of professional support networks to overcome a sense of feeling isolated in the classroom; </p><p>　　Promotion of ongoing programs con

54、cerned with stress management, coping strategies, and development of a balanced approach to living.</p><p>　　The development of these forms of support is a major challenge, but alleviation of stress and burn

55、out is critically important for ensuring maximum job performance, health and well being amongst New Zealand teachers.</p><p><b>　　…………</b></p><p>　　Author: Anna Whitehead&Ken Ryb

56、a</p><p>　　Nationality: Zealand</p><p>　　Originate from：New Zealand Journal of Psychology Vol.29 No.2 P52-60 December2000</p><p><b>　　譯文2</b></p><p>　　新西蘭小學

57、教師的職業(yè)倦怠</p><p><b>　　…………</b></p><p>　　本研究旨在探討分布在新西蘭奧克蘭北岸47所小學里386名教師和校長的職業(yè)倦怠水平及其發(fā)生的因素。結(jié)果證實了工作倦怠統(tǒng)計表的結(jié)構(gòu)效度和顯示，這些教師記錄MBI情緒耗竭量表的得分比一般的美國教師要高。并對產(chǎn)生這些差異的原因且如何減輕教師工作壓力進行了討論。最近的研究表明，一些的學校文化助長了

58、教師職業(yè)倦怠。這些內(nèi)容包括：（1）增加績效對老師的驅(qū)動；（2）缺乏對教師專業(yè)的充足信任；（3）外接學校文化，（4）不愉快的硬件環(huán)境。在新西蘭，在過去的十年教育改革中，要求學校實現(xiàn)自我管理，教育部對學校的壓力增加。這樣做的效果是，學校的工作人員對學校的財務(wù)和資源管理負責，并且要教授指定的標準課程。對學校進行嚴格的評估，通過教育審查辦公室管理部負責。本研究旨在探討是什么導致了新西蘭小學教師的職業(yè)倦怠水平。研究目的有三：（1）確認對工作結(jié)構(gòu)的

59、倦怠，工作倦怠統(tǒng)計表（MBI），在此示例中最常用的指標；（2）在人口結(jié)構(gòu)的變化和職業(yè)變量的變化中檢查倦怠的差異；（3）與MBI中提到的并證實的美國一般小學教師的倦怠行與新西蘭小學教師的職業(yè)倦怠水平的比較，在此比較中，以下這些問題的探討必不可少的：（a）建立一個實用的在新西</p><p>　　在北岸和芙蓉海岸分區(qū)的奧克蘭，新西蘭的所有小學校長都通過電話聯(lián)系，并被告知所有提供的信息都是用于研究（第一作者）。得到校長

60、的許可發(fā)送的多個副本分發(fā)到學校的教師的調(diào)查。參與者受到的信都會提示，本次調(diào)查的目的是收集信息教師的工作條件和調(diào)整個人的看法。郵資已付，以確保機密性，保持匿名，教師不要求注明自己的身份。完成調(diào)查共收到來自53所學校中的47所學校同意參加。梅西大學（Massey University）人類倫理委員會正式批準進行這項研究的過程。結(jié)果總之，這些分析表明，小學的教師（4-6年），在30?39歲的年齡范圍和工作人員的情緒耗竭（EE）記錄的最高水平。

61、同工作4-6的特殊工作人員相比，有1-3年工作經(jīng)驗的教師的個人成就感（PA）平均水平最高。與同齡人相比，男性受訪者和有4-6年工作經(jīng)驗的教師的去人性化（DP）的水平最高。為緩解教師職業(yè)倦怠的影響職業(yè)倦怠研究為最終目標，改善壓力的負面影響，這是在這種情況下，被認定為“情緒耗竭”。這項研究的結(jié)果進一步證實，壓力和職業(yè)倦怠是教師隊伍的職業(yè)危害和需要采取的步驟來緩解這種狀況。這些措施應(yīng)包括：1.確定具體的工作環(huán)境，有助于緩解這方面的壓力；2.&