Chen Yingzheng
ABSTRACT
As a private university, University B is still in the development stage in terms of school-running level. In this process, the construction and development of teachers have always been the bottleneck that troubles the high-quality development of the school. Many teachers suffer from job burnouts while realizing professional growth and improving teaching level. However, University B faces many challenges in dealing with teachers’ job burnout, such as low career satisfaction, insufficient perceived administrative support, high job-related stress, and relatively tense relationships between teachers and students. Based on the above statements, the purpose of this study includes Firstly, evaluate the level of teacher’s job burnout among University B alone the dimension of career satisfaction, perceived administrative support, coping with job related stress, and attitudes towards students, and analyze the differences in job burnout levels among different variables in these four dimensions. Secondly, evaluate the level of teacher’s self-efficacy among University B alone the dimension of teaching efficacy, scientific research efficacy, and interpersonal efficacy. Thirdly, evaluate the level of teacher’s job satisfaction among University B alone the dimension of internal job satisfaction and external job satisfaction. Fourthly, explore the relationship between job burnout and self-efficacy, as well as job burnout and job satisfaction among teachers in University B. Fifth, identify the challenges that University B faces in addressing teacher’s job burnout and ultimately propose an action plan to strengthen school’s intervention in teacher’s job burnout and alleviate the level of teacher’s job burnout. The purpose is to stimulate the teachers’ subjective initiative of University B, and then promote the healthy development of school education.
Keywords: Job burnout, job satisfaction, private university, self-efficacy