[雙語翻譯]職業(yè)倦怠外文翻譯--英語課堂中教師職業(yè)倦怠的應(yīng)對策略

1、2350 英文單詞， 英文單詞，13000 英文字符，中文 英文字符，中文 3900 字文獻(xiàn)出處： 文獻(xiàn)出處：Küçüko?lu H. Ways to Cope with Teacher Burnout Factors in ELT Classrooms [J]. Procedia - Social and Behavioral Sciences, 2014, 116:2741-2746.Ways to c

2、ope with teacher burnout factors in ELT classroomsHülya Küçüko?luAbstractAs a result of working in a stressful working environment, people commonly face “burnout”. Burnout refers to negative consequen

3、ces associated with chronic job stress and it likely occurs in anyone who works with people in some capacity. Hence, it would be fair to say that burnout is not a phenomenon associated exclusively with any particular hum

4、an service population (Buck: 2006). As they deal with teaching to students and organizing a relationship with the administration and many other issues all of which are related to human service and relation, teachers pres

5、ent one of the top 5 most stressful careers in the world (Coombe: 2008). As a result of the stressful work they do, teachers commonly face “burnout”. Teacher burnout is an issue to be taken into consideration as it affec

6、ts learners as well as teachers. In order to obtain a more stress free environment and save both the learners and the teachers from psychological and physical effects of burnout, the issue of burnout is going to be studi

7、ed in this paper. This study aims to give the definition, historical background and the sources of burnout as well as the harms of burnout period on ELT teachers and ways to avoid from teacher burnout. Keywords: Burnout,

8、 ELT classrooms, job satisfaction;1. IntroductionIn recent years, increasing attention has been paid to the phenomenon of burnout, particularly in professions related to human services. When people are exhausted from wor

9、king too hard and give too much from themselves, they face burnout syndrome. According to Farber, (1991) burnout is a work-related syndrome and it occurs most often in those who work face to face with troubled and needy

10、clients (students/customers). Maslach (1981) defines it as “a syndrome of emotional exhaustion and cynicism that occurs frequently among individuals who do 'people- work' of some kind”. Research shows that teachi

11、ng is one of the top 5 most stressful careers in the world (Coombe, 2008). As a result of the stressful work they do, teachers also commonly face “burnout”. Survey data suggests that teaching is considered a ‘high stress

12、’ profession, where approximately one quarter of school teachers view teaching as extremely stressful (Kyriacou, 2001). Teacher burnout is an issue that deserves attention as it is the teachers’ duty to create a classroo

13、m atmosphere which fosters learning.2. Burnout: Backgroud studiesStudies related with the burnout syndrome has been an issue since mid-nineties and it has been distinguished by many people. Freudenberger (1974) defines b

14、urnout as a “symptom of emotional depletion and a loss of motivation and commitment”. The symptoms of this syndrome includes exhaustion, a pattern of neglecting one’s own needs, working long hours, feeling pressures comi

15、ng from within oneself, being pressured from staff administrators, and from giving too much to the people who needs help. As this issue needed an intensive research, Maslach developed an instrument for the measurement of

16、 the probabilities of the reasons that cause burnout and this instrument is known as Maslach Burnout Inventory (MBI). There are 22 items in MBI which assess the three components of the burnout syndrome: emotional exhaust

17、ion, Personality factors include demographic characteristics such as age and sex. Self-esteem, self-confidence, self- efficacy and self-concept are some other variables of personality factors. Locus of control, competiti

18、veness and sense of humor are the factors which differentiate one teacher from another one. Ozdemir (2007) states that burnout is less likely with teachers who are achievement oriented, avoid extremes of competitiveness

19、, have internal locus of control, strong purpose in their professional and personal lives, have sense of humor, and hardiness, have high self- esteem, high self-confidence, professional self-efficacy and positive self-co

20、ncept. The above mentioned points lead us to the conclusion that personality traits of the teachers also play an important role in burnout.4. Effect of Teacher Burnout in ELT ClassroomsTeachers are the ones in the classr

21、oom who is responsible for the learning process. Starting from the hygienic needs to psychological needs, from academic performance to personal factors, teachers are the ones who are there to retain and solve. Teachers a

22、re responsible for encouraging the students whenever they need it. It is for this reason that teacher, being one of the most important parts of the learning process, deserves attention regarding teacher burnout. There ar

23、e a number of negative effects of burnout on the part of teachers and the ELT learning environment.1. When the teachers suffer from emotional exhaustion their productivity reduces. Such teachers experience lack of enthus

24、iasm to prepare lessons, difficulty in motivating themselves to come to work. As it is the teachers’ duty to build bridges between themselves and the students, the effectiveness of language learning decreases in parallel

25、 to the burnout levels of the teacher.2. As a result of the loss of energy, loss of memory and lack of interest in the subject matter, demotivation on the side of the teacher comes into being. As motivation of the studen

26、ts has direct relation to their success, this situation may result in reduction of success on the students’ side.3. Depersonalization is another threat to success in ELT classrooms. When teachers experience burnout, they

27、 develop a negative attitude towards the learners. Such kind of relationship between language learners and teachers may affect learners’ motivation, beliefs and feelings towards the teacher and no doubt for language lear

28、ning in a negative way (Williams and Burden: 2000).4. Teachers who fall victim to burnout are likely to be less sympathetic toward students, have a lower tolerance for classroom disruption, be less apt to prepare adequ

29、ately for class, and feel less committed and dedicated to their work (Bryne: 1994). They develop negative feelings towards the language learners. Such feelings may lead to demotivation and learners’ also develop negative

30、 feelings towards the teacher and language learning.5. Anger and violence may also emerge, thus perpetuating the cycle of violence and increasing the teacher’s stress and burnout (Buck: 2006). Teachers suffering from bur

31、nout lose their motivation; develop negative attitudes towards their students, jobs and the people they work with. Consequences of stress and burnout are damaging for teachers, students and the education field in general

32、.6. As Ozdemir (2007) suggests, language development takes place where students can express their ideas and emotions using the language as a tool of communication. However, teachers who suffer from burnout would be indif

33、ferent to such needs. Research supports the contention that stress affects teachers’ effectiveness with students (Blasé: 1982). When teachers feel good about their work student achievement rises (Black: 2001).7. Tea