[雙語翻譯]職業(yè)倦怠外文翻譯--英語課堂中教師職業(yè)倦怠的應對策略（英文）

1、 Procedia - Social and Behavioral Sciences 116 ( 2014 ) 2741 – 2746 1877-0428 © 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license. Selection and/or peer-review under responsib

2、ility of Academic World Education and Research Center. doi: 10.1016/j.sbspro.2014.01.647 ScienceDirect5th World Conference on Educational Sciences - WCES 2013 Ways to cope with teacher burnout factors in ELT classrooms

3、Hülya Küçüko?lu * Lecturer,Hacettepe Universitys,Ankara 06700,Turkey Abstract As a result of working in a stressful working environment, people commonly face “burnout”. Burnout refers to negative con

4、sequences associated with chronic job stress and it likely occurs in anyone who works with people in some capacity. Hence, it would be fair to say that burnout is not a phenomenon associated exclusively with any particu

5、lar human service population (Buck: 2006). As they deal with teaching to students and organizing a relationship with the administration and many other issues all of which are related to human service and relation, teac

6、hers present one of the top 5 most stressful careers in the world (Coombe: 2008). As a result of the stressful work they do, teachers commonly face “burnout”. Teacher burnout is an issue to be taken into consideration

7、as it affects learners as well as teachers. In order to obtain a more stress free environment and save both the learners and the teachers from psychological and physical effects of burnout, the issue of burnout is going

8、 to be studied in this paper. This study aims to give the definition, historical background and the sources of burnout as well as the harms of burnout period on ELT teachers and ways to avoid from teacher burnout. , K

9、eywords: Burnout, ELT classrooms, job satisfaction; 1. Introduction In recent years, increasing attention has been paid to the phenomenon of burnout, particularly in professions related to human services. When people a

10、re exhausted from working too hard and give too much from themselves, they face burnout syndrome. According to Farber, (1991) burnout is a work-related syndrome and it occurs most often in those who work face to face w

11、ith troubled and needy clients (students/customers). Maslach (1981) defines it as “a syndrome of emotional exhaustion and cynicism that occurs frequently among individuals who do 'people- work' of some kind”. R

12、esearch shows that teaching is one of the top 5 most stressful careers in the world (Coombe, 2008). As a result of the stressful work they do, teachers also commonly face “burnout”. Survey data suggests that teaching i

13、s considered a ‘high stress’ profession, where approximately one quarter of school teachers view teaching as extremely stressful (Kyriacou, 2001). Teacher burnout is an issue that deserves attention as it is the teacher

14、s’ duty to create a classroom atmosphere which fosters learning. 2. Burnout: Backgroud studies Studies related with the burnout syndrome has been an issue since mid-nineties and it has been distinguished by many peop

15、le. Freudenberger (1974) defines burnout as a “symptom of emotional depletion and a loss of motivation *Corresponding Author: Hülya Küçüko?lu. Tel.: +90-312-297-8091/121 E-mail address: hulyaku@hace

16、ttepe.edu.tr Available online at www.sciencedirect.com© 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license. Selection and/or peer-review under responsibility of Academic World Educati

17、on and Research Center.2743Hü lya Kü çü ko?lu / Procedia - Social and Behavioral Sciences 116 ( 2014 ) 2741 – 2746 levels for those in the teaching profession, demands for increased product

18、ivity at a time when the financial support for education is being curtailed may have an impact on teacher burnout (Iwanicki, 1983). 3.2. Personality factors Personality factors include demographic characteristics such a

19、s age and sex. Self-esteem, self-confidence, self- efficacy and self-concept are some other variables of personality factors. Locus of control, competitiveness and sense of humor are the factors which differentiate one

20、teacher from another one. Ozdemir (2007) states that burnout is less likely with teachers who are achievement oriented, avoid extremes of competitiveness, have internal locus of control, strong purpose in their profes

21、sional and personal lives, have sense of humor, and hardiness, have high self- esteem, high self-confidence, professional self-efficacy and positive self-concept. The above mentioned points lead us to the conclusion tha

22、t personality traits of the teachers also play an important role in burnout. 4. Effect of Teacher Burnout in ELT Classrooms Teachers are the ones in the classroom who is responsible for the learning process. Starting fr

23、om the hygienic needs to psychological needs, from academic performance to personal factors, teachers are the ones who are there to retain and solve. Teachers are responsible for encouraging the students whenever they

24、need it. It is for this reason that teacher, being one of the most important parts of the learning process, deserves attention regarding teacher burnout. There are a number of negative effects of burnout on the part of

25、 teachers and the ELT learning environment. 1. When the teachers suffer from emotional exhaustion their productivity reduces. Such teachers experience lack of enthusiasm to prepare lessons, difficulty in motivating t

26、hemselves to come to work. As it is the teachers’ duty to build bridges between themselves and the students, the effectiveness of language learning decreases in parallel to the burnout levels of the teacher. 2. As a

27、result of the loss of energy, loss of memory and lack of interest in the subject matter, demotivation on the side of the teacher comes into being. As motivation of the students has direct relation to their success, thi

28、s situation may result in reduction of success on the students’ side. 3. Depersonalization is another threat to success in ELT classrooms. When teachers experience burnout, they develop a negative attitude towards the

29、 learners. Such kind of relationship between language learners and teachers may affect learners’ motivation, beliefs and feelings towards the teacher and no doubt for language learning in a negative way (Williams and B

30、urden: 2000). 4. Teachers who fall victim to burnout are likely to be less sympathetic toward students, have a lower tolerance for classroom disruption, be less apt to prepare adequately for class, and feel less comm

31、itted and dedicated to their work (Bryne: 1994). They develop negative feelings towards the language learners. Such feelings may lead to demotivation and learners’ also develop negative feelings towards the teacher and

32、 language learning. 5. Anger and violence may also emerge, thus perpetuating the cycle of violence and increasing the teacher’s stress and burnout (Buck: 2006). Teachers suffering from burnout lose their motivation;