The relationship of job content and teachers’ burnout for 9-year Joint Curricula plan

• Main Authors: Hsiang—Yung Hsieh, 謝祥永
• Other Authors: 陸偉明
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/79782720545454026362

碩士 === 國立成功大學 === 教育研究所 === 89 === This study was to investigate the relationship among job content and burnout for the teachers who participated in 9-year Joint Curricula plan. The sample was Tainan City junior high school teachers and was separated to groups, one was participating one year and the other was participating two years. Total of 181 valid subjects were surveyed by Job Content Questionnaire, and Maslach Burnout Inventory. The purpose of study was two folds, one was to investigate the differences of job content by two groups, the other was to investigate the relationship between job content and burnout. The result showed that the job content of junior high school teachers was high control, high demand and high social support, it’s an active job and the finding was congruent to the western literature. Moreover, these teachers demonstrated low emotional exhaustion, low depersonalization and high personal accomplishment. No matter how long they participate the curricula, low control , high demand and low social support can significantly explain the emotional exhaustion of teacher burnout for about 28％ of variance. High demand, male, and less work experience can significantly explain the depersonalization of teacher burnout for about 14％ of variance. Low control , low social support and less work experience can significantly explain the reduced personal accomplishment of teacher burnout for about 14％ of variance.