初中英語教師職業(yè)倦怠現(xiàn)狀調(diào)查與對策研究畢業(yè)終

院系外國語學(xué)院專業(yè)英語班級2009級本科（3）班學(xué)號0903013008學(xué)生姓名馬玉紅指導(dǎo)教師李潔職稱副教授AcknowledgementsThispaperisaresultofcontributionsfrommanysupportingindividuals.Duringtheprocessofwriting,Ihavereceivedvariouskindsofhelpfrommanypeople.Becauseoftheirhelp,Ihavefinishedwritingthispapersosmoothly.Here,Iwanttorendermysincerethankstoalltheteachersandclassmateswhohavegivenmetheirhelpinthelastfouryears.Thehelpisnotonlyoneofthemostimportanttreasuresdeservingcherishingallmylife,butalsowillbeaperfectguideinmylifeinthefuture.Mydeepestgratitudegoesfirstandforemosttomysupervisor,Ms.Li.Inthisshortbutsufficientperiod,shehasgivenmemanygoodsuggestionsforthematerialsandthewaysoforganizingideas.Withoutherconsistentinstructions,thispaperwouldnothavereacheditspresentform.Mysincerethanksarealsoowedtoalltheteacherswhohavetaughtmeduringthefouryearsofmyuniversitystudy.Ialsothankallmyclassmatesandfriendswhohaveenrichedmylifewiththeirgeneroushelpandpreciousfriendship.Ialsothankverymuchfortheteacherswhohelpedmedothesurvey.Thefinishingofmypaperisnotanendbutanewbeginning.IbelievethatIcandobetterandbetterinmyfuturelife.Thankyouagain,mysupervisor,myteachersandmyclassmates.AbstractWiththerapiddevelopmentandprogressineconomicsandsociety,allthecountriescompetewitheachothermoreandmoreseverely.Asamatteroffact,thecompetitionbetweencountriesdependsontalentsineachcountry.Therefore,talenttrainingiswidelyfocusedonallovertheworld.Asinstructorsoftalents,teachersarerequiredtoimprovetheirprofessionalqualitiesandteachingskills.Althoughtheserequirementsmotivateteachers’potential,theybringaboutagreatdealofpressuretoteachersatthesametime.Ifteacherssuffermoreandmorepressure,theywillbetiredoftheirprofessionsoonerorlater.Thisstudyusesboththequantitativemethodandthequalitativemethodtoconducttheresearch.Instrumentsconsistofaquestionnaireandaninterview.OnthebasisofexplorationanddiscussionofthecausesbehindsecondaryschoolEnglishteachers’burnout,fromtheperspectivesofsociety,schoolandindividual,thestudyputsforwardsomecountermeasuresandsuggestionsforrelievingandovercomingsecondaryschoolEnglishteachers’burnout.KeyWords:’burnout;secondaryschoolEnglishteachers;causes;countermeasures隨著經(jīng)濟(jì)的飛速發(fā)展和社會的巨大進(jìn)步，各國之間的競爭也越來越激烈，國與國的競爭歸根到底是人才的競爭，因此人才的培養(yǎng)受到了充分的重視。隨之而來的是對于人才培養(yǎng)者一旦這種壓力大量堆積而又得不到及時(shí)排解，教師就會對職業(yè)產(chǎn)生倦怠。本文采用了以定量研究與定性研究相結(jié)合的研究方法，通過問卷和訪談的方式，在探析初中英語教師職業(yè)倦怠原因的基礎(chǔ)上，論文從社會、學(xué)校以及個(gè)人三個(gè)層面有針對性的提出了緩解與克服中學(xué)英語教師職業(yè)倦怠的對策與建議。關(guān)鍵詞：職業(yè)倦??；初中英語教師；成因；對策ContentsAcknowledgements..............................................................................................錯誤未定義書簽。Abstract................................................................................................................錯誤未定義書簽。摘要...............................................................................................................................................IIII.Introduction....................................................................................................................................1II.LiteratureReview.........................................................................................................................12.1ConceptsofBurnout.......................................................................................................12.2DefinitionofTeachers’Burnout....................................................................................22.3PreviousStudiesatHomeandAbroad.........................................................................3III.TheoreticalFramework..............................................................................................................33.1TheMaslachBurnoutModelandInventory................................................................33.2’BurnoutModelandMeasure.............................................................................43.3FesslerssCareerCycleTheory.....................................................................43.4Friedman’sDiachronicModel.......................................................................................4Methodology.................................................................................................................................54.1ResearchPurpose............................................................................................................54.2Subjects............................................................................................................................54.3Instruments.....................................................................................................................64.3.1Questionnaire..................................................................................................64.3.2Interview.........................................................................................................74.4DataCollectionandAnalysis.........................................................................................7ResultsandDiscussion..................................................................................................................75.1ReviewofCurrentBurnoutSituation...........................................................................85.2MaincausesofSecondarySchoolEnglishteachers’burnout....................................8VI.Suggestions...................................................................................................................................96.1IndividualEfforts...........................................................................................................96.2OrganizationalSupport...............................................................................................106.3SocialSupport...............................................................................................................10Bibliography.....................................................................................................................................13AppendixA.......................................................................................................................................15AppendixB.......................................................................................................................................21Inmodernsociety,Englishteachers’professionischaracterizedbycomplexityandcreativeness.Especiallyinourcountry,exam-oriented-education-basedteachingmodelstillhasitsplaceatmiddleschools.Asaresult,Englishteachersregardstudents’scoresasthemostimportantfactor,whichimposesheavyburdenonthem.Teachershavetoplayseveralrolesatthesametime.Iftheycannotdoitwell,theyaremorelikelytohaverole-conflict.Teachingjobsatisfaction,roleconflict,roleambiguityandworkingenvironmentalsatisfactionarefourimportantpredictivevariablestoburnout.Thereisanegativecorrelationbetweenjobperformanceandroleconflict.Itdirectlyaffectsthedevelopmentofteachersandtheirteaching.Basedontheabovefacts,welearnthatnowteachersarefacingagreatdealofpressureintheirteachingcareerandsometeachershaveburnouttovaryingdegrees.ItisimportanttounderstandthesituationofEnglishteachers’burnout.However,atpresenttheempiricalstudiesonthecurrentsituationofteachers’burnoutarefew.ThisstudytriestoinvestigatethecurrentsituationofEnglishteachers’burnoutatmiddleschools,analyzeitscausesandprovidesomereferentialsuggestionstocomprehendthisphenomenon.Basedontheabovestatementsaboutteachers’pressure,itisnotdifficulttofindoutthatburnouthasanegativeinfluenceonEnglishteachers’workandlifeatmiddleschools.Anditalsobringsaboutheavyburdenonthem.Therefore,whatishighlynecessarytodoistounderstandthecurrentsituationofEnglishteachers’burnout,analyzeitscausesandprovidesomesuggestionsforimprovement.ThepurposeofthisstudyistofigureoutwhetherEnglishteachersatmiddleschoolssufferburnoutornot,investigatetherrentsituationoftheseteachers’burnout,andfindoutitscausesandmajorfeatures.Thestudy’stheoreticalsignificanceliesinitsempiricalenrichmentofthetheoreticalbasisaboutteachers’burnout.Also,itishopedthatthestudycouldhelpteachersfindoutthecausesofburnout.Atthesametime,thesuggestionsmadecouldbeusefulforteacherstorelieveburnoutandimprovetheirprofessionalabilities.II.2.1ConceptsofBurnoutFreudenberger(1974:12)firstcoinedthetermtodescribepersonsinhelpingprofessionswho“wearout”.Cherniss(1980),andSchaufeli,etal.(1993)describedburnoutastheprofessionals’inabilitytodevelopasenseofcompetence,effectiveness,self-efficacy,andexistentialsignificance.Freudenberger(1977:12)identifiedthephenomenonofburnoutas“cynicism,negativism,inflexibility,andrigidityofthinking,unhappiness,boredom,psychosomaticsymptoms,andaconditioninwhichthehelpingwearsoutintheirpursuitofimpossiblegoals”.FreudenbergerandRichelson’sfollowupresearch(1980:12)sympatheticallyarticulatedthat“wheneverexpectationswereaccidentallydiversefromrealityandthepersonobstinatelypersistedintryingtofulfilltheexpectations,troublewasinevitable.”Subsequently,frictionbuildsdeepinside;theunavoidableconsequencesofstrainandanxietyareadepletionoftheindividual’sresources,andattritionofvitalityandenergy,andamalfunctionofroleandposition.Otherresearchers(Maslach&Jackson,1986;Schaufelietal.,1993)concludedthatburnoutisalossofidealismandenthusiasmaboutworkoraboutaroleandis“agradualprocessofdisillusionment”(Schaufelietal.,1993:35).Thisfashionableandthreateningtermofburnouthasbecomesocially,mentally,andpsychologicallyacceptablefordescribingmalfunctionedorganizationalbehavior.Itisaplagueinemotionallychargedhelpingprofessionsandpeople-workthatofferoverloadindividualcapabilityandprovidehighenvironmentalstressors(Gold,1988;Greenberger,1980;Schaufelietal.,1993).Thispersonaldysfunctionoccursbasicallybecausetheinteractioninthehelpingprofessionsisoftenfocusedoncurrentproblemsandchorusofcomplaintsthatinvariablyinvolvepersonalfeelingsofanger,fear,frustration,disappointment,andchronictension,withoutpossiblefeedback(Cherniss,1980;Maslach&Jackson,1986).Therelationshipbetweenteacherburnoutandjobburnoutisthatofincludedandincluding.Teachersarethehigh-riskgroupofthisoccupationaldisease.Tillnow,thereisnofixeddefinitionfor"teacherburnout",althoughalltheresearchersgotaconsensusthatteacherburnoutisakindofextremereactionthatteacherscouldnotsmoothlydealwithworkstress,andhaveanexhaustionstateofemotion,attitudeandactionunderprolongedhighpressure.Itsclassicalsymptomislowjobsatisfaction,lossofworkenthusiasmandinterest,thestateofestrangementandapathy(曾玲娟，伍新春,2003).2.3PreviousStudiesatHomeandAbroadSincetheconceptof"burnout"wasputforwardbyAmericanclinicalpsychologistFreudenbergerin1974,greaterattentionhasbeengiventotheresearchonit.Fromtheendofthe1970s,westernresearchersstartedtostudyonteachers'jobburnout,especiallyfocusedonthefactorswhichcauseteachers’burnoutandachievedcertainrepresentativeresearchfindings.Leithwood(1999)emphasizesinfluenceoftheroleofschoolleaderonburnoutwhichdistinguisheshisideafromothers.ThefeatureofBryne's(1992)studyliesininfluenceofpersonalityfactor.Heconsidersthatthefactorofpersonalitycouldexplainwhyteachersresponddifferentlywhilefacingthesamepressuresinthesameworkconditionwiththesameeducationbackgroundandteachingexperience.Teachers'burnoutinChinabecomesworsebecauseofthecomparativelylowdegreeofteachers'professionalization,obviouslystenoticnatureoflaborvalue,greatpressuresderivedfromeducationreformandrealisticallypsychologicalfallofsocialstatus.Consequently,notonlydoesitaffectsteachers'physicalandmentalhealth,butalsonegativelyinfluencesstudents'developmentandgoesagainstthesustainabledevelopmentofeducation.III.TheoreticalFrameworkAccordingtothisconceptualization(Maslach&Jackson,1986;Maslach,1982;Maslach&Leiter,1997),burnoutisviewedasasyndromethatconsistsofthreedimensions:emotionalexhaustion,depersonalization,andreducedpersonalaccomplishment.Emotionalexhaustionreferstofeelingsofbeingdepletedofone’semotionalresources.Thisdimensionwasregardedasthebasicindividualstresscomponentofthesyndrome(Maslach,Schaufeli,&Leiter,2001).Depersonalization,referringtonegative,cynicalorexcessivelydetachedresponsetootherpeopleatwork,representstheinterpersonalcomponentofburnout.Reducedpersonalaccomplishment,referringtofeelingsofdeclineinone’scompetenceandproductivityandtoone’sloweredsenseofself-efficacy,representstheself-evaluationcomponentofburnout(Maslach,1998).Thethreedimensionswerenotdeductedtheoreticallybutresultedfromlabelingexploratoryfactor-analyzeditemsinitiallycollectedtoreflecttherangeofexperiencesassociatedwiththephenomenonofburnout(Maschlach,1998;Schaufeli&Enzmann,1998).3.2Pines’BurnoutModelandMeasurePinesandhercolleaguesdefinedburnoutasthestateofphysical,emotionalandmentalexhaustioncausedbylong–terminvolvementinemotionallydemandingsituations(Pines&Aronson,1988).Thisviewdoesnotrestricttheapplicationofthetermburnouttothehelpingprofessions,aswasinitiallythecasewiththefirstversionoftheMBI.Apossibledrawbackisthatthisapproachdoesnotviewburnoutinaworkcontext.Indeed,itwasappliednotonlytoemploymentrelationshipsandorganizationalcareers(Pines&Aronson,1988),butalsotomaritalrelationships(Pines,1988)andtotheaftermathofpoliticalconflicts(Pines,1993).Researchesonteachercareerdevelopmentappearedrecently,amongwhichthemostinfluentialoneisFessler’sTeacher’sCareerCycleTheory,whichwasraisesbyRalphFessler,professorofJohnsHopkinsUniversity,andJudithC.Christensen,professorofNationalLouisUniversityin1992.AccordingtoFessler’sTeacher’sCareerCycleTheory,teachers’developmentcouldbedividedintoeightstages,whicharenamedasthecareerstagesofPre-Service,Induction,CompetencyBuilding,EnthusiasticandGrowing,CareerFrustration,StableandStagnant,CareerWind-Down,andCareerExit金忠明，林炊利,2008)FromtheaboveteachercareercircletheorypeoplethinkthatteacherburnoutusuallyarisesinthethreestagesofCareerFrustration,StableandStagnantandCareerWind-Down.Butisitthesameatpresent?Aretheresomenewphenomenaofteacherburnout?Thisiswhattheauthorfocusesoninthispaper.Friedmanrecognizesteacherburnoutfromtheaspectofteachercareer(Friedman,2000).Hethinksthatteacherburnoutisnotasuddenissue,butalong-termgradualprocess.Fromheaspectofteachercareer,beforehe/shebeginshis/heroccupation,mostoftheteacherhashighexpectationfortheirfutureoccupation,andveryconfidentforthemselvestofinishtheteachingtasks.Butafterbeginthejob,manyfindthatitisverydifferentbetweenidealsandrealities.Astrongpsychologicalgapappears,thenburnout.Friedmandividesthedevelopmentofteachercareerintothreestages:FallPeriod;FatigueandExhaustionPeriod;AdjustmentStage.4.1ResearchPurposeAccordingtoMaslach’sthreedimensionsjobburnoutmodel,whichisacceptedworld-wide,secondaryEnglishteachers’burnoutcouldbedividedintothreedimensionsofemotionalexhaustion,depersonalizationandreducedpersonalaccomplishment.ThepresentresearchaimstoinvestigatethesituationofsecondaryEnglishteachers’burnoutphenomenon,toexploreanddiscussitslevelandthecausesoftheirburnout.ThroughinvestigationandexplorationthisresearchintendstoputforwardsomecountermeasuressoastodocontributionstosecondaryEnglishteaching.Theinvestigationwasguidedbythefollowingquestions:3.WhatkindofmeasurescouldbetakentopreventandreducethephenomenonofsecondaryEnglishteachers’burnout?160secondaryEnglishteachersfromdifferentschoollocatedinzhengzhouCity,henanProvinceareinvitedtoparticipateintheinvestigation.Inthesurvey,160piecesofquestionnairesaredelivered,147piecesofwhicharevalidtobekeptwhiletherestofwhichareinvalid.Thevalidrateisabout92%.Theformationofthevalidsamplesisshowedasfollows:Table1:FormationofvalidsampleItemContentSingleNumberMarriagestate391082Educationbackground143211586711588947928Novice4110625111114.3InstrumentsThesurveyincludestwostages,questionnaireandinterview.4.3.1QuestionnaireThequestionnairehasthreeparts.Thefirstpartisaboutpersonalinformation,whichcontainssex,maritalstatus,yearofbirth,teachingyears,highestacademicdegreeobtained,professionaltitle,administrativetitle,teachinghoursofeachweek,studentnumbersofeachclass,andyearlyincome.ThesecondpartofthequestionnaireistheBurnoutInventory,whichisbasedonthemostauthoritativeandwidelyusedscaleMBI-GS(MaslachBurnoutInventory-GeneralSurvey),andtherevisedMBI-GSinChinesemadebyLi,whichwasauthorizedbyMichaelLeiter.Researchesshowthatithashighreliabilityandvalidity,andthereisnochangeforthethreeaspectsofMBIindifferentlanguageversions王國香,2003).Thethirdpartcontains18items,mainlyusedtofindoutthepressuresthatmiddleschoolEnglishteachersfeel.These18itemscoverthepressuresfromtheuniversity,students,societyaswellasfromtheteachers’family.Fiveclassesarelistedthelevelofthesepressurearenopressure,alittlepressure,middle-levelpressure,seriouspressureandmostseriousSemi-structuredinterviewswerealsousedtohelptheauthorknowmoreaboutthepressuresthattheyfeelintheirworkandlife.Theinterviewswereundertakenunderthefollowingquestions:2)Whatdoyouthinkarethemainreasonsforthat?3)Whatdoyouusuallydowhenyoufeeltired?4.4DataCollectionandAnalysisThequestionnairesaboutthecurrentsituationofteachers’burnoutanditscauseswereprinted.And160piecesofquestionnairepapersweredistributedtoseveralmiddleschoolsrespectively,togetherwithanintroductionforinstructorstohandoutandcollectthequestionnaire.Thesignificanceofthequestionnairewasexplainedtothesubjectsfirstly.Anditaimsatunderstandingteachers’psychologicalpressure,analyzingcausesoftheburnoutandgivingsuggestionstothem.Subjectsweretoldthatthesequestionnairesarefilledinanonymously.Sotherearenorightorwronganswersandalltheresultsareonlyappliedforscienceresearch.Thensubjectswereinterviewedonebyone.Everyface-to-faceinterviewlastedabout20minutesto30minutes.DatawereanalyzedwiththeSPSS(StatisticalPackageforSocialSciences)version19.0.Dataanalysesincludedescriptivestatistics,independent-simplesttestandPearsonproduct-moment(皮爾遜積差相關(guān)分析).Descriptivestatisticsincludingmeansandstandarddeviationswerefirstcomputedtoanalyzeparticipants’responseinthequestionnaireitems.Then,independent-simplesttestwasemployedtotestwhetherthereweresignificantdifferencesbetweenteacherswithhighdegreeofburnoutandteacherswithlowdegreeinrespecttoteachers’burnout.Finally,Pearsonproduct-momentcorrelationwasperformedtoexaminetheclosenessoftherelationbetweenausesandteachers’burnout.Theinterviewdataweretranscribedsentencebysentenceforfurtheranalysis.Theyareusedtogivereasonableexplanationtosomefindingsinthestudy.75.1ReviewofCurrentBurnoutSituationByquantitativeandqualitativeresearchmethods,thisstudyresearchesonthecurrentburnoutsituationofsecondaryschoolEnglishteachersandgetssomefindings.1)Atpresent,secondaryschoolEnglishteachersdohaveburnout,buttheburnoutisnotveryserious.However,theemotionalexhaustionisonahighlevel.2)SecondaryschoolEnglishteachers’burnoutingender,seniority,jobtitleandotherdemographicvariableshasitsownuniquecharacteristics.3)SecondaryschoolEnglishteachers’burnoutshowsayoungertrend,andtheburnoutofsecondaryschoolEnglishteachersbornafter1980shouldnotbeignored.ContentMorethan14periods909-14periods57Morethan3500yuan20SalaryAssessmentStatusFromthistable,themaininfluentialcausesofsecondaryschoolEnglishteachers’burnoutareasfollows:1).Heavyworkload,long-timeworking.Intermsofworkload,secondaryschoolEnglishteachersinZhengzhouareaareoverloaded.SecondaryschoolEnglishteachersareextremelyburnoutbecausetheyworkoverload.InChinasecondaryschoolEnglishteachersdoneedtostayintheofficeafterclassalldaylong,andtheyhavetospendmuchtimeonpreparingclassorresearcheveryday.ThesecondaryschoolEnglishteachersnotonlyteachthetextbookbutalsothecultureofthelanguage.Theyhavetoenrichtheculturalbackgroundwhentheyarepreparingfortheclass.Meanwhile,somesecondaryschoolEnglishteachersalsotaketheadministrationandmanagingwork,whichmakethemfeeloverloaded.Thelong-termandheavyworklikethis,theymoreeasilyfeelburnout.2).Lowsalaryandwelfare.InXinyiSecondarySchoollocatedinZhengzhou,Englishteacherswhohavebeentakingacomparativelyhighstatusgetthelowsalaries.China’steachers’incomelevelisfarbelowinternationalaverageincomelevel,aswelllowerthanotherprofessions.Theacceptanceoftheirsocialstatusandspecializationisnothigh.Itimpliesthelowacceptanceofteachersinsociety.TherealityfrustratessecondaryschoolEnglishteachersandincreasestheirsenseofprofessionalimbalance.IncurrentChina,secondaryschoolsteachers’teachingandscientificresearchareevaluateonthefollowingaspects:howmanyteachingtaskshe/shetakes,howmanygraduatestudentsateachersupervises,whatresearchesandhowmanyresearcheshe/she’sinchargewith,howmanyawardshe/shegotandhowmanyarticlesandworkspublishedetc.,whichemphasizeonaccomplishmentsteachersachieve.Everyteacherfollowstheevaluationstandardtowork.Thestandardsofefficientassessmentmaketeachersfeelstressed,suchasprofessionalevaluation,academiccertificateandpublishedarticlesetc.Insecondaryeducation,thephenomenaoftreatmentforteachersislowerthanadministrations,teachers’incomeislessthanadministrationstaff’s,promotionstandardforteachersishigherthanadministrationstaff’sandteacherscouldnotparticipateindecisionmakingisverycommon.However,nousefulfeedbackandsupportprovidedbyadministratorsundermineteachers’enthusiasm,depletetheirenergyandelevateannoyance.Itwillcertainlystriketeacherspassionandcauseburnout.VI.Suggestions6.1IndividualEffortsFirstly,keepinghealthyisagreatwaytopreventunnecessarystressforteachers.Ateacherwhospendstimedoingexerciseswillhavemoreenergyandahigherlevelofendorphinstohelpboosttheirpositiveattitudes.Strongphysicalexerciseslikemartialartsorkickboxingcangetridofanyteacherstressandangerinahealthyoutlet.Moreover,studieshaveprovedthatbalanceddietaffectsone'smoodgreatly,forthetypeoffoodisimportanttobeabletoprovidethenecessaryvitaminsandnutrients.Secondly,strongprofessionalbeliefsandideasarebadlyneeded.Takingthespecificfeaturesforsecondaryschoolteaching,teachersshouldtakeapositiveattitudetowardseducationreformforsecondaryschoolteachingandthesituationtheyarefacingandadjusttheirmentalityandbehaviorproperlyinordertomeettheneedsoftheirroleasasecondaryschoolteacher.Lastbutnotleastisindispensablecontinuousself-improvement.Teachers'self-improvementisaprocessinwhichteachersbecomeskilledandprofessionalinintelligence,experienceandteachingattitudes.Theyshouldsetuptheircareerbeliefsandstudyalltheirlife,greeteveryopportunityandchallengeactivelyandcatchanypotentialandpossiblewaytoimprovethemselves,suchasmakingfulluseoflanguageresourcesinInternetandonandinnovatingtheirteachingideasandmethods,etc.Forteachers,enhancingstudy,continuousinnovation,improvingone'steachingabilityandrenewingeducationalconceptsarethemosteffectivemethodstopreventburnout.Schoolsshouldfocusmoreonteachersphysicalandmentalhealth,regularlymakethemhavebodyexamination,andestablishhealthfile;Carryoutcolorfulactivitiesatschooltoenrichtheirlife;theUnionCentershouldusevariousopportunities,includingfestivals,teachers'birthdaysanddeliverydays,toshowloveandcaretoteachersonbehalfofschool.Thishumanizedorganizationalatmospherewillmakethemwarmandactive.Fromtheaspectofsociety,firstofall,thesocietyshouldimprovesecondaryschoolEnglishteachers’paymentandraisetheirsocialstatus,sothatthegapbetweentheirgivingandgettingcouldbelessened.IfsecondaryschoolEnglishteacherscangetahighlevelpayment,theywillhavemoremotivationstokeepteaching.Secondly,socialsupportshouldbeestablished,andproperprofessionalexpectationshouldbesetup.Thirdly,specialpsychologicalconsultationshouldbeprovidedforsecondaryschoolEnglishteachers,sothattheycouldeasethementalpressureandreducejobburnout.Fourthly,governmentshouldgivemorefinancialsupportforsecondaryschoolEnglishteachers’professionaldevelopment,inthiswaymoresecondaryschoolEnglishteachershavethechancetodevelopetheirprofessionalabilities.said,burnoutisinfluencingmoreandmoreteachers,andleadtheteacherstoquittheirjobs.Teacherburnouthasnegativeeffectsonbothteachers’physicalandmentalhealthaswellasstudents’future.BasedonMaslach’sthreedimensionsofburnoutandFessler’ssCareerCycleTheory,byquantitativeandqualitativeresearchmethods,theauthorgetsthefollowingfindings:1)Atpresent,secondaryschoolEnglishteachersdohaveburnout,buttheburnoutisnotveryserious.However,theemotionalexhaustionisonahighlevel.2)SecondaryschoolEnglishteachers’burnoutingender,seniority,jobtitleandotherdemographicvariableshasitsow