本文是一篇英语硕士论文,英语专业学生主要学习英语语言、文学,英美等英语国家历史、政治、经济、外交、社会文化等方面基本理论和基本知识,受到英语听、说、读、写、译等方面的良好的技巧训练,掌握一定的科研方法,具有从事翻译、研究、教学、管理工作的业务水平及较好的素质与能力。(以上内容来自百度百科)今天为大家推荐一篇英语硕士论文,供大家参考。
Chapter 1 Introduction
1.1 Research background
The professional staff in human service institutions are often required to
spendconsiderable time in intense involvement with other people (Maslach &
Jackson,1981). Frequently, the staff-client interaction is centred around the client's
currentproblems (psychological, social, and physical) and is therefore charged with
feelingsof anger, embarrassment, fear or despair (Maslach & Jackson, 1981). As one of
themost typical professions involved with people, teachers spend a large amount of
timedealing with students and their various problems, which belongs exactly to thesituation
mentioned by Maslach and Jackson. Teachers, who are known as "engineersof human
souls", bear the responsibility of imparting knowledge and educating
people,nevertheless, they also work under the pressure coming from schools, families
andsociety. Currently, more and more attention has been paid to the field of education
andthe group of teachers, who are expected to be professional, caring and moral at thesame
time. However, quite a few teachers can not work under such great pressure. Inthe United
States, up to 25% of beginning teachers do not come back for their thirdyear and almost 40%
leave the profession within the first five years of teaching (Gold,1996; Harris &
Associates, 1993). In Britain, some teachers leave their jobs before thetime of retirement
(Macdonald, 1999). Chen Weiqi's thesis, published in 1998, isbelieved as the first
research on teacher turnover at home, which is almost 20 yearsago. Thus, it is certain that
this problem also exists in China. Research showed thatmany teachers left their jobs because
of burnout that is linked to teachers' self-efficacyin classroom (Brouwers & Tomic,
2000; Chwalisz, Altmaier & Russell, 1992; Emmer& Hickman, 1991). There is evidence
that those teachers who leave their jobs havesignificantly lower self-efficacy than teachers
who remain in teaching (Glickman &Tamashiro, 1982). Definitely, teacher self-efficacy is
linked to level of stressexperienced in teaching (Smylie, 1988).
........
1.2 Research content
This study analyzes the current situation of teacher efficacy and burnout amonghigh school
English teachers, as well as the relation between them based on the data collected from
several high schools in Guizhou Province. In order to achieve that,relevant literature is
consulted to correctly and deeply understand the theories andtheoretical sources of teacher
efficacy and burnout. Subsequently, studies andachievements have been collected, compared
and researched to collect the currentresearch results in this area. Besides, studies on the
questionnaire scales, which areused to collect research data, are necessary. After using
SPSS to analyze the collecteddata, the status quo of teacher efficacy and burnout among high
school Englishteachers is found out. Moreover, it is realizable to analyze both factors
consideringdemographic variables and to research the relation between teacher efficacy
andburnout. Last but not least, findings of this thesis are listed detailedly and
suggestionsfor improving high school English teachers' teacher efficacy and reducing
burnout,which are based on other researchers' opinions, are placed in the final part
forreference.
.......
Chapter 2 Literature Review
Both teacher efficacy and burnout are hotly discussed by researchers in recentdecades both
at home and abroad. There have been a good deal of meaningfulresearch results up to now.
This chapter introduces the theories of teacher efficacy andburnout, as well as reviews the
previous domestic and overseas research on the twofactors and the relation between them, all
of which have driven this field to moveforward ceaselessly. In this chapter, which focuses
on the development, achievementand shortcomings of the previous research, there are four
sections in total. Section oneintroduces the theoretical bases of this thesis, section two
demonstrates the relatedresearch on teacher efficacy, while related research on burnout is
placed in sectionthree. In section four, research on the relation between teachers’
efficacy and burnoutis provided.
2.1 Theoretical bases
Teacher efficacy is a kind of cognitive motivational system, which is a part
ofconsciousness control, emphasizing on teachers' beliefs on their teaching ability
ratherthan their actual teaching performance. Teacher efficacy reflects teachers'
beliefs forteaching tasks, that is, it determines how teachers believe they have the
capacity toaffect student performance (Bandura, 1994; Bandura, 2006). Ashton (1985)
definesteacher self-efficacy as a teacher's belief that he or she can affect his or her
students'performance. Moreover, Tschannen-Moran et al. (1998: 223) define it as
"the teacher'sbelief in his or her capability to organize and execute courses of
action required tosuccessfully accomplish a specific teaching task in a particular
context". The mostfrequently used instrument (Gibson & Dembo, 1984) produces two
scores: personalteaching efficacy (the expectation that the respondent will be able to bring
aboutstudent learning), and general teaching efficacy (the belief that teachers' ability
tobring about change is limited by factors beyond their control). No matter what
itsdefinition is, teacher efficacy has been testified to be inseparable from a lot
ofoutcomes related to education. In classrooms with teachers of high
instructionalself-efficacy, students are more academically motivated, more likely to have
highself-efficacy themselves, and more likely to achieve academic success (Moore
&Esselman, 1992; Ross, 1992).
.........
2.2 Related research on teacher efficacy
Though many researchers both at home and abroad have done abundant studieson the subject of
teachers' self-efficacy, there is no agreed term for now. According to Gibson &
Dembo (1984) and Ross (1992), teacher efficacy (Moore & Esselman, 1992;Tschannen &
Woolfolk, 2001; Jennett et al., 2003; Skaalvik & Skaalvik, 2010)measures the extent to
which teachers believe their efforts will have a positive effecton student achievement.
Teachers' sense of efficacy (Ashton & Webb, 1986; Brennanet al., 1995; Shachar &
Shmuelevitz, 1997) is defined as the belief that teachers canhave a positive effect on
student learning (Woolfolk, Rosoff & Hoy, 1990). It can beobserved that they mean the
same thing. Moreover, some researchers abroad use"Teacher Self-efficacy"
(Schwarzer & Hallum, 2008; Skaalvik, & Skaalvik, 2010) torefer to professional
self-efficacy of teachers, while most researchers at home adopt"Teaching Efficacy"
( Liu Yi et al., 2009; Yu Guoliang & Luo Xiaolu, 2000; Fan Linet al., 2017) to express
the same meaning. Considering the frequency of use, as wellas the convenience of thesis
writing, "Teacher Efficacy" is used in this thesis exceptfor citations.
............
Chapter 3 Research Design ............15
3.1 Research questions................15
3.2 Research subjects....16
3.3 Research instruments ............17
3.4 Research procedures .............19
Chapter 4 Results and Analysis .....21
4.1 Validity and reliability of questionnaires..........21
4.2 Overall status of high school English teachers’ efficacy andburnout
............25
4.3 Analysis of high school English teachers’ efficacy ........28
4.4 Analysis of high school English teachers’ burnout.........30
4.5 Relation between high school English teachers’ efficacy andburnout ............33
4.5.1 Correlation analysis result .........33
4.5.2 Regression analysis result..........34
4.6 Interviews with teachers .......36
Chapter 5 Conclusion .......40
5.1 Major findings and discussions ..........40
5.2 Suggestions .............46
5.3 Limitations ..............50
Chapter 4 Results and Analysis
Before listing out the research results, it is necessary to explain some of thestatistical
analysis methods. It has been mentioned in previous chapter that all data issorted and
analyzed through SPSS 22.0 statistical software. Enumeration data ispresented in the form of
frequency (percentage), while measurement data in the formof mean value±standard
deviation ( x±s ). Independent sample T test is used tocompare differences between
the two groups and one-way analysis of variance(ANOVA) is used to compare differences among
groups more than two. For thedifferences which are of statistical significance between
groups, LSD-t test is used tocompare those groups in pairs. What’s more, the
reliability analysis of questionnairesis carried out through the method of Cronbach's
α and the validity analysis is throughfactor analysis method (significant level
α=0.05).
4.1 Validity and reliability of questionnaires
From Table 2, it can be seen that the Cronbach's α coefficient of TSES is
0.751and that of MBI-ES is 0.848, which are both above 0.7, and so are the Cronbach's
αcoefficients of their five dimensions, which tell that TSES and MBI-ES both
haverelatively high reliability.According to Table 3, the KMO of TSES is 0.669, and Bartlett
sphericity testshows that P value is 0.000, which means that there are correlations among
theoriginal variables. Thus, it is suitable to use factor analysis method to test
andevaluate the validity of this scale.From Table 5, it can be seen that 9 factors are
extracted through factor rotation,the items each of which includes vary from 2 to 4 and the
factor loads of these itemsare all above the Minimum acceptable value 0.45, explaining that
TSES is of ratherhigh construct validity. In addition, it is worth mentioning that through
preciseanalyses and accurate experiments, Yu and his colleagues (1995) divided TSES intotwo
dimensions, PTE and GTE.
........
conclusion
Last but not least, in terms of internal environment, psychological quality is animportant
matter when it comes to work stress, which more or less exists in almostany profession.
Those who have rather high psychological quality are able to dealwith their stress properly
or even turn it into a driving force, while those whosepsychological quality is not so high
tend to be dispirited and depressed, or evenbecome hostile to people around. As a result,
high school English teachers shouldenhance their stress tolerance and increase the ability
to adapt to the ever-changingworking environment nowadays, so that they can react to
different situations properlyand effectively. Also, the enhancement of psychology bearing
capacity andpsychological adjustment ability is also of great importance in the battle
towards workstress and burnout. In addition, high school English teachers need to have
correctprofessional sense, which refers to teachers' personal cognition and attitude
towardstheir profession. As a famous old Chinese saying goes, "It takes ten years to
growtrees but a hundred years to cultivate people".Teachers are encouraged to have
spiritof utter devotion because teaching is a job that needs long-term of hard work.
Besides,teachers are not only the disseminators of knowledge and culture, but also the
educators of morality. They are not only the leaders and elders for students, but
theirfriends and companions. Only do they set a good example for students can they
beexpected so as to achieve better teaching results. In short, teachers with
correctprofessional sense are able to use spiritual strength to cope with work stress,
utilizeteachers' sense of honor to help reduce feelings of burnout, and explore the
meaningsand values of life.
..........
References (abbreviated)
提供海量毕业论文,论文格式,论文格式范文,留学生论文,商务报告相关资料检索服务。