隨著教育教學改革的不斷深化和發(fā)展,教師作為教學改革中的重要角色,面臨著前所未有的挑戰(zhàn)和壓力。我國教師所承受的職業(yè)壓力與日俱增,成為職業(yè)倦怠的高發(fā)人群之一。職業(yè)倦怠對教師的身心健康、教學質(zhì)量以及教師隊伍的穩(wěn)定構(gòu)成了巨大威脅,對教師的教學與學生的發(fā)展造成了負面影響。同時,作為社會認知理論框架內(nèi)其他兩個影響教師專業(yè)發(fā)展的心理機制—自我概念和教學效能感,也被認為與教師職業(yè)倦怠有著非常密切的聯(lián)系。以上三個社會心理因素對教學行為和教學活動產(chǎn)生深遠影響,是影響高中英語教師發(fā)展的重要因素。因此,本文通過調(diào)查廣西六所高中168位英語教師自我概念、教學效能感與職業(yè)倦怠的現(xiàn)狀,并對三者的關(guān)系進行分析,以期為高中英語教師專業(yè)發(fā)展提供一些建議。本研究關(guān)注的三個問題是:（1）高中英語教師自我概念、教學效能感與職業(yè)倦怠的總體情況如何?（2）高中英語教師自我概念、教學效能感與職業(yè)倦怠三者之間的相關(guān)度如何?（3）高中英語教師自我概念、教學效能感如何影響其職業(yè)倦怠?研究結(jié)果表明:（1）高中英語教師自我概念和教學效能感偏低,教師存在著職業(yè)倦怠,但總體情況不嚴重。（2）高中英語教師自我概念、教學效能感、職業(yè)倦怠之間存在較強的... 

【文章來源】：廣西師范大學廣西壯族自治區(qū)

【文章頁數(shù)】：69 頁

【學位級別】：碩士

【文章目錄】：
摘要
Abstract
List of Abbreviations
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Framework of the Thesis
Chapter 2 Literature Review
    2.1 Core Concepts
        2.1.1 Definition of Self-concept
        2.1.2 Definition of Teaching Efficacy
        2.1.3 Definition of Burnout
    2.2 Theoretical Foundation
        2.2.1 Affective Filter Hypothesis
        2.2.2 Bandura’s Self-efficacy Theory
        2.2.3 Maslow’s Hierarchy of Needs Theory
    2.3 Related Studies Abroad and at Home
        2.3.1 Studies on the Correlation among Self-concept, Teaching Efficacy and Burnout Abroad
        2.3.2 Studies on the Correlation among Self-concept, Teaching Efficacy and Burnout at Home
Chapter 3 Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
    3.4 Data Collection
Chapter 4 Results and Discussion
    4.1 General Situation of High School English Teachers’ Self-concept
        4.1.1 Professional Competence
        4.1.2 Interpersonal Perception
        4.1.3 Acceptance of Risk and Initiatives
        4.1.4 Relationship with Students
        4.1.5 Satisfaction with Their Job
        4.1.6 Self-acceptance
    4.2 General Situation of High School English Teachers’ Teaching Efficacy
        4.2.1 Teaching Plan and Preparation
        4.2.2 Classroom Teaching
        4.2.3 Teaching Management
        4.2.4 Interpersonal Relationship
        4.2.5 Teaching Evaluation and Reflection
    4.3 General Situation of High School English Teachers’ Burnout
        4.3.1 Emotional Exhaustion
        4.3.2 Depersonalization
        4.3.3 Reduced Personal Accomplishment
    4.4 Correlations among High School English Teachers’ Self-concept, Teaching Efficacy and Burnout
        4.4.1 Correlation between Self-concept and Teaching Efficacy
        4.4.2 Correlation between Self-concept and Burnout
        4.4.3 Correlation between Teaching Efficacy and Burnout
        4.4.4 Conclusions on Correlations
    4.5 The Effect of High School English Teachers’ Self-concept and Teaching Efficacy on Burnout
        4.5.1 The Effect of Teachers’ Self-concept on Burnout
        4.5.2 The Effect of Teachers’ Teaching Efficacy on Burnout
Chapter 5 Implications
    5.1 Implications for English Teachers
        5.1.1 Enhancing Teachers’ Professional Knowledge and Competence
        5.1.2 Improving Teachers’ Cooperation and Communicative Competence
        5.1.3 Improving Teachers’ Emotion Management
    5.2 Implications for Schools and Society
        5.2.1 Offering More Opportunities for Teachers’ Professional Development
        5.2.2 Improving Management Mechanism and Creating a Good Teaching Environment
Chapter 6 Conclusion
    6.1 Main Findings
    6.2 Limitations
    6.3 Suggestions for Future Study
Appendices
Bibliography
Acknowledgements



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