Descriptive statistics show that burnout of higher vocational teachers is low, and they have autonomy in teaching. Correlation analysis also shows that the motivation of higher vocational teachers is negatively correlated with job burnout.
INTRODUCTION
- Background Information
- Problem statement
- Significance of research
- Research question and objective
However, there are very few studies on the effects of job burnout in vocational higher education teachers in China. Determine whether the correlation between motivation and job burnout of professional teachers in Yunnan is meaningful.
LITERATURE REVIEW
- Motivation
- Teacher’s Motivation
- Self-determination Theory
- Types of Motivation
- Job Burnout
- Teacher’s Job Burnout
- Motivation and Job Burnout
- Conceptual Framework
- Hypothesis
As a profession similar to teaching, STD theory also examines nurses' motivation and job burnout (E. Wang et al., 2019). Among them, many studies, including hers, have confirmed the harmfulness of burnout at work for an individual. Maslach et al. (Christina Maslach & Jackson, 1981) believe that burnout in the workplace is the result of a discrepancy between the individual and the job.
If the three dimensions of job burnout are used to explain teachers' job burnout, it is mainly manifested in the following three aspects: One is emotional exhaustion. Interpersonal alienation of college teachers reflects characteristics of job burnout related to the work process. As early as 1996, Maslach found that numerous studies paid special attention to the problem of burnout among teachers.
Eklund on athletes' job burnout and motivation proved that intrinsic motivation and extrinsic motivation are closely related to job burnout (Cresswell & Eklund, 2005). Therefore, it is feasible to study the relationship between job burnout and motivation, and motivation can be used as a predictor of job burnout. According to the literature, job burnout and motivation belong to the cause and effect model.
In other words, the role of incentives will lead to the reduction of job burnout. In summary, previous studies have shown that motivation can alleviate job burnout and negatively correlate.
RESEARCH METHOD
- Participants
- Measurement
- Procedure
- Date Analysis
It is a numerical feature of the degree of asymmetry in the distribution of statistical information. Kurtosis is also called the coefficient of kurtosis, which indicates where the highest peak of the distribution is. The mathematical form of the multiple regression model is expressed as, let the dependent variable be Y, and the k independent variables that affect the dependent variable be respectively.
That is, the mean value of Y changes uniformly as the independent variable changes when the other independent variables remain unchanged. The questionnaire is distributed by the heads of senior vocational colleges through the Wenjuanxin website, a vocational questionnaire website. The age of the participants ranged from 23 to 60 years and concentrated in the 23 to 40 years age group.
This is due to the imbalance in the ratio of male to female teachers in China. With regard to teachers' professional titles, it covers all types of professional designations for university teachers (teaching assistants, lecturers, lecturers, professors). According to the pilot study data, the problems with the two scales have high internal consistency and the measurement results are valid.
RESEARCH RESULT
- Motivation of Higher Vocational Teachers
- Job Burnout among Higher Vocational Teachers
- The correlation between the motivation of higher vocational teachers and
- Regression Analysis on the Motivation and Job Burnout of Higher
- Regression model
- Regression model validation
The second question in this research is to describe the job burnout of the teachers at the higher vocational schools. In short, according to quantitative research, it appears that the job burnout of secondary school teachers in the sample is relatively low. The third question of this research is to evaluate the relationship between job burnout and the motivation of higher education teachers.
Job burnout (JB) is the dependent variable, with External regulation (EXT); Introjected Regulation (INTRO); Identified regulation (IDEN); Intrinsic regulation (IR); Integrated regulation (INTEG) as the independent variables. In general, for higher vocational teachers, it is possible to predict job burnout through Integrated regulation and Identified regulation. Specifically, the increase in Integrated regulation and Identified regulation will cause a decrease in job burnout.
According to Figure 2, there is an apparent linear relationship between the different variables of job burnout and motivation. According to Figure 2, there is a clear linear relationship between the multiple variables of job burnout and motivation. Therefore, the multiple regression regression models are established on higher vocational teachers' motivation and job burnout.
DISCUSSION AND CONCLUSION
Motivation issues among Higher Vocational Teachers in Yunnan
Vocational secondary schools in the US and UK encourage teachers' professional development and on-the-job training. In the United States, higher vocational schools also adopt a dynamic hiring mechanism and implement a tenure system for teachers, including the right to apply for a short-term contract system and a lifetime tenure system. In addition, it has established teaching and learning support networks to provide professional development assistance to higher vocational teachers.
In Singapore, the government attaches great importance to developing higher vocational education and has adopted reasonable measures. Above all, place great emphasis on developing a team of dual-educated teachers in higher vocational education. The developed countries attach great importance to the development of vocational education and give teachers in advanced vocational schools a very superior social status and generous treatment.
On the other hand, the level of salaries of outstanding talents at higher professional schools is much lower than the level of salaries in the market. In addition, their salary is insufficient compared to the workload and intensity of senior professional teachers. Currently, higher education teacher development focuses primarily on academic development and on-the-job advancement.
Job Burnout among Higher Vocational Teachers in Yunnan
In general, combined with the characteristics of the nature and intensity of burnout at work, the actual burnout of teachers in higher professional colleges is at the first level, that is, nervousness, worry and frustration. All job-related factors can be roughly divided into two categories: job demands and job resources. Work resources refer to material, social and organizational factors that contribute to the realization of work goals.
When the resources available to individuals at work cannot meet the job requirements for an extended period of time, a sense of job burnout will occur. On the other hand, when individuals in an organization have role conflicts, ambiguities and role overload due to multiple roles, it will cause role pressure and job burnout. In addition, the heavy workload also led to the burnout of higher vocational teachers.
On the other hand, as an essential part of cognition, motivation also affects individual work burnout. From a cognitive perspective, the individual's psychological locus of control, values and sense of organizational justice are the main factors influencing job burnout. For teachers of higher professions, the change in personality severity and professional self-esteem of teachers in higher vocational colleges is also an important factor affecting their job burnout.
The Prediction of Motivation to Job Burnout
Studies have shown that teachers' autonomous motivation can reduce burnout and correlate positively with that of teachers. Autonomous motivation refers to behaviors involving a sense of will and choice, including three types: identification, integration, and internal. In the recognition rules, people have recognized the importance of an activity and performed the behavior completely autonomously.
In intrinsic adaptation, people perform an activity because it is intrinsically interesting; therefore no interior is needed. In general, autonomous motivation refers to the characteristics of teachers who exert effort out of interest, happiness, or the value of an action (in relation to teacher/student development and satisfaction). To summarize, the research findings show that teachers' autonomous motivation contributes positively to their job burnout.
Similarly, Ryan and Deci (2000) consider that teachers' autonomous motivation is positively related to their sense of accomplishment and negatively related to teaching burnout. On the contrary, if teachers are put to work for controlled motivation, they will experience burnout (Moller et al., 2006). As teachers move from more controllable motivation to more autonomous motivation, the positive correlation between motivation and sense of accomplishment gradually increases, while the negative correlation with burnout increases (Roth et al., 2007).
Implications for College Manager
- Improve the motivation management mechanism
- Prevent worsening job burnout
- Enhance teachers' autonomous motivation to reduce burnout
The combination of teachers' performance in teaching, scientific research and other work improves the internal structure and formulates performance pay standards in the form of bonuses, subsidies, allowances and additional salary adjustments. To ensure the accuracy of the evaluation, the evaluation criteria should be targeted. Meaningless tasks cause teachers' extra workload and work pressure to reduce teachers' work enthusiasm and emotional exhaustion appears.
Meanwhile, School administrators must create a harmonious atmosphere so that teachers can feel that their work is valuable. In addition, school leaders must stimulate teachers' enthusiasm for work so that each teacher finds a sense of belonging. Excessive emphasis on the management system of quantitative assessment will cause teachers to lose their initiative and have no enthusiasm for work.
In addition, a system that is too strict will not encourage teacher creativity, but will increase teacher burnout. On the other hand, the principal's leadership style as a contextual support factor has a strong influence on teachers' autonomous motivation (Bono & Judge, 2003). The management must establish and improve the honor system for teachers at higher vocational schools and implement systematic management of the honor system for teachers at all levels.
Limitations and recommendations
Therefore, the college should create a good platform for teachers' academic and emotional communication, help teachers to establish a good support system, and make it a platform for teachers' communication and pressure relief. At the same time, it is imperative to strengthen the professional identity of higher education teachers in China. School management should standardize different honor systems to overcome the randomness and subjectivity of honor settings and to enhance the professional identity of teachers.
In addition, future researchers could use longitudinal research methods to study changes in teacher motivation and burnout over time.
Conclusions
Investigating the current situation of professional burnout of full-time higher vocational education teachers in Hunan in the new situation. Research into professional burnout of teachers in higher vocational education: based on the perspective of integral remuneration. Research into the relationship between professional burnout and performance of teachers in higher vocational education and its influencing factors.
The effect of motive incongruity on job burnout and the mediating role of intrinsic motivation. Intrinsic motivation and turnover intention in geriatric nurses working in nursing homes: the role of job burnout and wage satisfaction. Analysis of the current situation of the incentive mechanism of teachers in higher vocational education – with TG School for example.
Research on the construction of teachers in higher vocational schools under the background of an expansion of the enrollment of one million. On the problem of teacher burnout at local vocational schools during the transformation period. This questionnaire is about exploring the relationship between the incentive mechanism for higher education teachers and job burnout.
