“双减”政策背景下小学教师职业倦怠水平现状及群体差异研究

A Study on Current Occupational Burnout Levels and Group Differences among Primary School Teachers under the “Double Reduction” Policy

摘要: 教育发展呼唤理想的学校，理想的学校需要有幸福感的教师。作为教育活动的直接实施者，教师职业倦怠状况对教育教学质量有着至关重要的影响。本研究运用问卷调查法，基于伍新春等人修订的中小学教师职业倦怠量表(MBI-ES)对小学教师职业倦怠水平及群体差异进行分析，采用SPSS 26.0统计软件进行数据处理。独立样本t检验和单因素方差分析结果显示：被调查样本教师整体呈中度职业倦怠水平，其中在婚姻状况、是否担任班主任、教龄、年龄、职称等方面存在显著性差异。经过回归分析发现，班主任及教龄较长的教师职业倦怠感更为突出。

Abstract: Educational development calls for ideal schools, while ideal schools require teachers who experience a sense of well-being. As the direct implementers of educational activities, the state of professional burnout among teachers has a crucial impact on education and teaching quality. This study employs a questionnaire method to analyse overall burnout levels and group differences among primary school teachers based on the Modified Burnout Inventory for Elementary School Teachers (MBI-ES), revised by Wu Xinchun et al. Data were processed with SPSS 26.0 statistical software. Results from independent samples t-tests and one-way ANOVA revealed that the surveyed teachers exhibited moderate overall burnout levels, with significant variations observed across marital status, class teacher status, years of service, age, and professional title. Regression analysis indicated that class teachers and those with longer service demonstrated more pronounced fatigue.