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postgraduate thesis: A survey of job burnout among the teachers of teaching Chinese as a second language in Hong Kong international schools

TitleA survey of job burnout among the teachers of teaching Chinese as a second language in Hong Kong international schools
Authors
Issue Date2011
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Wang, Y. [王禹苏]. (2011). A survey of job burnout among the teachers of teaching Chinese as a second language in Hong Kong international schools = Xianggang guo ji xue xiao dui wai Han yu jiao shi zhi ye juan dai xian zhuang diao cha. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836912
Abstract在香港國際學校,相較于本地學校,更加激烈的崗位競爭、英語為工作語言的整體環境以及背景多樣化的學生等因素是否會導致教師們對職業的認同感和成就感有所不同呢?瞭解國際學校中文教師職業倦怠的情況對教師的個人職業發展、教學工作的有效開展和學校的教師管理都具有重要意義。 本研究旨在對香港國際學校中文教師職業倦怠的情況進行調查,通過Maslash(MBI-ES)問卷,分三個維度(情緒衰竭、非個性化、低成就感)對中文教師職業倦怠的程度進行描述;其次,利用訪談對倦怠的原因和影響因素進行探討和分析。 本次調查採取方便取樣的原則,隨機抽取國際學校中文教師30 人進行調查,利用SPSS17.0 對數據進行整理和分析,組間的差異性采用方差分析(單因素ANOVA)和t 檢驗,人口學特征和職業倦怠各維度的關系采用線性回歸進行分析。 研究發現,香港國際學校的中文教師在情緒衰竭和去個性化兩個維度上表現出中度倦怠,而在低成就感上得分較高,即有較高的成就感體驗。不同性別的教師在倦怠程度上無差異; 不同年齡的教師在低成就感維度上差異顯著( P=0.000),本次調查中,20-30 歲的教師成就感最低,50 歲或以上的教師最有成就感;從入職時間上看,有1-2 年工作經驗的教師有相對高的情感衰竭情況(22.00±6.06);不同入職時間的教師在成就感上差異顯著(P= 0.018),從事對外漢語教學工作3 年或以下的教師成就感低於有3 年以上工作經驗的教師。此外,學歷與成就感表現出顯著相關(B=3.195,P=0.034),學歷越高在教學上的成就感體驗也就越高;同時,香港以外的教學經驗與成就感呈現顯著相關( B=2.253,P=0.05),即教學經驗豐富的教師擁有相對高的成就感。 This study assessed teachers' burnout from different genders, ages, working years, educational levels, working hours and working experience in a sample of 30 Chinese in-service teachers in Hong Kong International Schools by MBI-ES questionnaire and interviews and draw conclusions as follows: The general findings suggested that on the burnout components, indicating moderate levels of emotional exhaustion and depersonalisation, but high or nearly high levels of reduced personal accomplishment. Teachers' reduced personal accomplishment is significant in age( P= 0.000 ) and working years( P= 0.018): teachers of 20-30 years old have the highest scores in reduced personal accomplishment and teachers of 50 years old or above have the lowest scores; teachers with less 3 years working experience have the highest scores in reduced personal accomplishment. What's more, overseas teaching experience and educational levels are highly relevant with reduced personal accomplishment.
DegreeMaster of Education
SubjectBurn out (Psychology)
Chinese teachers - Job stress - China - Hong Kong.
Dept/ProgramEducation

 

DC FieldValueLanguage
dc.contributor.authorWang, Yusu.-
dc.contributor.author王禹苏.-
dc.date.issued2011-
dc.identifier.citationWang, Y. [王禹苏]. (2011). A survey of job burnout among the teachers of teaching Chinese as a second language in Hong Kong international schools = Xianggang guo ji xue xiao dui wai Han yu jiao shi zhi ye juan dai xian zhuang diao cha. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836912-
dc.description.abstract在香港國際學校,相較于本地學校,更加激烈的崗位競爭、英語為工作語言的整體環境以及背景多樣化的學生等因素是否會導致教師們對職業的認同感和成就感有所不同呢?瞭解國際學校中文教師職業倦怠的情況對教師的個人職業發展、教學工作的有效開展和學校的教師管理都具有重要意義。 本研究旨在對香港國際學校中文教師職業倦怠的情況進行調查,通過Maslash(MBI-ES)問卷,分三個維度(情緒衰竭、非個性化、低成就感)對中文教師職業倦怠的程度進行描述;其次,利用訪談對倦怠的原因和影響因素進行探討和分析。 本次調查採取方便取樣的原則,隨機抽取國際學校中文教師30 人進行調查,利用SPSS17.0 對數據進行整理和分析,組間的差異性采用方差分析(單因素ANOVA)和t 檢驗,人口學特征和職業倦怠各維度的關系采用線性回歸進行分析。 研究發現,香港國際學校的中文教師在情緒衰竭和去個性化兩個維度上表現出中度倦怠,而在低成就感上得分較高,即有較高的成就感體驗。不同性別的教師在倦怠程度上無差異; 不同年齡的教師在低成就感維度上差異顯著( P=0.000),本次調查中,20-30 歲的教師成就感最低,50 歲或以上的教師最有成就感;從入職時間上看,有1-2 年工作經驗的教師有相對高的情感衰竭情況(22.00±6.06);不同入職時間的教師在成就感上差異顯著(P= 0.018),從事對外漢語教學工作3 年或以下的教師成就感低於有3 年以上工作經驗的教師。此外,學歷與成就感表現出顯著相關(B=3.195,P=0.034),學歷越高在教學上的成就感體驗也就越高;同時,香港以外的教學經驗與成就感呈現顯著相關( B=2.253,P=0.05),即教學經驗豐富的教師擁有相對高的成就感。 This study assessed teachers' burnout from different genders, ages, working years, educational levels, working hours and working experience in a sample of 30 Chinese in-service teachers in Hong Kong International Schools by MBI-ES questionnaire and interviews and draw conclusions as follows: The general findings suggested that on the burnout components, indicating moderate levels of emotional exhaustion and depersonalisation, but high or nearly high levels of reduced personal accomplishment. Teachers' reduced personal accomplishment is significant in age( P= 0.000 ) and working years( P= 0.018): teachers of 20-30 years old have the highest scores in reduced personal accomplishment and teachers of 50 years old or above have the lowest scores; teachers with less 3 years working experience have the highest scores in reduced personal accomplishment. What's more, overseas teaching experience and educational levels are highly relevant with reduced personal accomplishment.-
dc.languagechi-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.source.urihttp://hub.hku.hk/bib/B48369123-
dc.subject.lcshBurn out (Psychology)-
dc.subject.lcshChinese teachers - Job stress - China - Hong Kong.-
dc.titleA survey of job burnout among the teachers of teaching Chinese as a second language in Hong Kong international schools-
dc.typePG_Thesis-
dc.identifier.hkulb4836912-
dc.description.thesisnameMaster of Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b4836912-
dc.date.hkucongregation2011-

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