Judging from people's subjective psychological experience, teachers' job burnout is mainly manifested as:
(1) Depression. Usually manifested as emotional exhaustion, long-term listlessness or fatigue, loss of interest in external things, indifference to students and so on.
(2) anxiety. There are three main types of performance:
1) Persistent anxiety and high vigilance, such as worrying too much about one's personal safety;
2) Diffuse and nonspecific anxiety, such as feeling uneasy and unable to sleep for no specific reason;
3) Expectation anxiety. If you are not very concerned about what is happening now, but worried about what may happen in the future.
(3) The more common symptom is the change between depression and anxiety. When one state of mind becomes unbearable, another state of mind will dominate. These psychological and behavioral problems are usually accompanied by some physical symptoms, such as insomnia, loss of appetite, sore throat, backache, nausea, tachycardia, dyspnea, headache, dizziness and so on. If teachers do not channel or vent their bad emotions in time, or improperly attribute their emotions, it is likely that deeper psychological and behavioral problems will occur. If some teachers begin to lose self-confidence and sense of control, their achievement motivation and self-efficacy will decrease, resulting in guilt and self-blame. Some teachers blame their bad emotions and teaching failures on students, parents or leaders, and become irritable and hostile to the outside world. Usually, these psychological and behavioral problems are overlapping and constantly changing. For example, some teachers sometimes feel guilty and sometimes feel angry.
2. interpersonal problems.
The physical and mental symptoms of teachers' job burnout can not be limited to personal subjective experience, but will penetrate into teachers' interpersonal network and affect the relationship between teachers and their families, friends and students. Research shows that when a person is under heavy psychological pressure and out-of-tune emotional state, cognitive bias often occurs. At this point, individuals often make negative judgments about the intentions of others, thus making corresponding negative reactions. Therefore, it usually takes a period of psychological adjustment to communicate with family and friends normally after a person has bad emotions at work. For teachers, as a special group, not only the characteristics of their work make teachers more prone to negative emotions such as anxiety, anger and depression than others, but also the multiplicity of their roles (teachers are not only teachers of students, but also heads of families, tutors of children, main laborers of families and model citizens of society) makes teachers have little time and energy to make various psychological adjustments. Therefore, teachers tend to show inadaptability in interpersonal relationships. For example, when communicating with others, I am addicted to pouring out my dissatisfaction, have no patience to listen to other people's opinions or suggestions, and refuse to look at the problem from another angle; Or show aggressive behavior, unable to express themselves or respond to others in a rational, harmless and responsible way, such as losing temper with family members, beating and scolding children, and hurting others through exports; Another kind of behavior is introverted, such as avoiding communication, avoiding contact with others and lacking enthusiasm for family affairs.
3. Professional behavior problems.
Teachers' mental health can benefit students. If teachers have various job burnout problems, students will naturally suffer the most. Teachers' job burnout in professional activities mainly includes:
(1) gradually lost love and patience for students and began to alienate them. They don't prepare lessons seriously or even prepare lessons, lack creativity in teaching activities, and use power relations too much (mainly in the form of rewards and punishments) to influence students, instead of helping students to carry out emotional and rational psychological guidance. The normal resistance encountered in the teaching process is often amplified and aggravated, and the emotional reaction is excessive. If a small classroom problem is regarded as a serious offense, the handling method is simple and rude, and even corporal punishment is used. Or some teachers ignore problems in the teaching process and let them go after trying various methods failed.
(2) When encountering setbacks in the teaching process, they refuse the help and suggestions of leaders and others, regard their concern as an infringement, or think their suggestions and requirements are unrealistic or naive.
(3) The expectations of students and parents are reduced, and they think that students are "obedient and can't teach". Parents don't know how to educate their children and cooperate with teachers, so they give up their efforts and no longer care about students' progress.
(4) completely lost enthusiasm for teaching, and even began to hate and fear education, trying to leave the education post and find another job. This kind of job burnout often strengthens each other among teachers, thus affecting the morale of the whole school.