A Case Study of the English Teachers’ Burnout in a Medical University in China

Abstract

Many College English teachers complain about work stress. To learn about the actual burnout situation and to seek intervention, a questionnaire survey and written interviews were conducted in a medical university in China. The results of the survey suggest that 29.73% of the participants experienced burnout. No significant differences were found in the aspects of the gender and educational background. However, older teachers experienced significantly more intense reduced personal accomplishment while more-experienced teachers reported significantly more intense depersonalization and reduced personal accomplishment. Similarly, participants with higher professional titles experienced much more intense depersonalization. Meanwhile, the results of the interviews indicate four causes of burnout: factors related to the job, students, management and teacher development. Internal and external moderations are categorized as the burnout reducers. As for intervention, teachers and the organization should work together to reduce the burnout syndrome.

Mediating effect of burnout on the relationship between grit and turnover intentions among the private tertiary school teachers in Region XI: a convergent design

“…It was found out that teachers have experienced less burnout. Furthermore, the result of this study is congruent to the study of Li (2015) who found out that teachers in medical university in China have been reportedly to have low experience in burnout. Finally, the result of this study is parallel to the study of Khan (2012) which revealed in his data analysis a low level of burnout among the full-time faculty at Fullerton College.…”

Effects of an 8-Week Yoga-Based Physical Exercise Intervention on Teachers’ Burnout

“…These stressful factors are both emotional and physical; thus, preventive and support actions should proceed in parallel with them [17]. Often, in fact, the necessary action programs are nonspecific treatments that do not consider the sources of stress that are particular to this profession [18]. Moreover, they are not body-mind treatments, such as yoga, which allow the integration of mind and body and the channeling of energy in a positive way [19].…”

Interrelationship Amongst University Student Perceived Learning Burnout, Academic Self-Efficacy, and Teacher Emotional Support in China’s English Online Learning Context

“…However, these collateral perspectives are not fully recognised in the Chinese context of language teaching and learning, and very few research on learning burnout could be seen, as mainstream educational psychology at this time is yet much shaped by factors such as motivation, attitude, and anxiety. Existing studies have either analysed the macrolevel characteristics of university students’ English learning burnout and its influencing factors ( Li, 2015 ; Wang, 2019 ), or at a microlevel, it discussed the respective relationships between learning burnout and learning motivation, learning behaviour (LB), and teacher–student support ( Yang, 2015 ; Li Y. Q. et al, 2021 ; Wang et al, 2021 ). In essence, these voices conduce to channel attention closely to learning burnout in classroom settings and to the requirements of language teachers for whom the repercussion of burnout happened in virtual communication so far has few practical relevance, which, howbeit, is later disputed with the rise of online education and the development of online learning.…”