摘要
本文使用教师教学效能感问卷和教师职业倦怠问卷(MBI)对对外汉语教师相关情况调查后发现:从总体上说,对外汉语教师教学效能感较强,职业倦怠程度不高。不同性别教师的教学效能感和职业倦怠差异不显著;不同学历教师在职业倦怠中的情感耗竭上有显著性差异,在其他维度上没有显著性差异;不同职称教师在个人教学效能感上有极其显著性差异,在其他维度上的差异不显著;不同教龄教师的个人教学效能感和情感耗竭差异显著,在其他维度上差异不显著。对外汉语教师教学效能感两个维度与其职业倦怠三个维度呈显著负相关,个人教学效能感和教龄是对外汉语教师职业倦怠三个维度的有效预测变量。
After investigating the current situation of the teaching efficacy and job burn- out of teachers of Chinese as a Foreign Language （CFL） with Teaching Efficacy Inventory and Maslach Burnout Inventory （MBI）, this paper claims that the teaching efficacy of CFL teachers is strong, and that the situation of job burnout is not serious in general. Gender has no significant effect on teaching efficacy or job burnout; the academic degree of CFL teachers has a significant impact on the dimension of Emotional Exhaustion, but has no significant effect on other dimensions; the academic title has an extremely significant effect on Personal Teaching Efficacy, but has no significant impact on other dimensions; years of teaching experience has an extremely significant effect on the dimensions of Personal Teaching Efficacy and Emotional Exhaustion, but has no significant impact on other dimensions. Two dimensions of teaching efficacy and three dimensions of job burnout are tested significant negative correlation. Personal Teaching Efficacy and years of teaching experience are valid predictors of three dimensions of job burnout of CFL teachers.
出处
《语言教学与研究》
CSSCI
北大核心
2017年第2期47-56,共10页
Language Teaching and Linguistic Studies
基金
北京语言大学梧桐创新平台项目(中央高校基本科研业务专项资金资助
项目编号为16PT06)成果
关键词
对外汉语教师
教学效能感
职业倦怠
teacher of Chinese as a foreign language
teaching efficacy
job burnout
