临安市中学教师职业倦怠的现状及其影响因素外文翻译.doc

临安市中学教师职业倦怠的现状及其影响因素 浙江理工大学科技与艺术学院本科毕业论文 PAGE 8 PAGE 1 外文翻译： 原文1 Personality hardiness, job involvement and job burnout among teachers Burnout syndrome occurs in response to prolonged stress at work place. Burnout is common among those who are unable to cope with extensive demands and pressure on their energy, time, and resources and those who require frequent contact with people. The term “burnout” originated during the 1960’s as a description of the effect of drug abuse on an individual (Golembiewski, 1993). However, it lacked definitional clarity until the development of a widely accepted instrument for its measurement, the Maslach burnout inventory. Maslach and Jackson (1981) defined burnout as a condition characterized by emotional exhaustion, depersonalization and loss of a sense of personal accomplishment. Similarly there has been diverse evidence from scholars on the occurrence of burnout. For example, Maslach and Leiter (1999) indicated that burnout occurs when work load is combined with lack of personal control, insufficient rewards, the absence of fairness, the breakdown of the working community, or conflicting values. Lee and Ashforth (1996) identified work load and time pressure as antecedents of burnout. Numerous work related factors have been found to be associated with burnout among teachers, including excessive time pressure, poor relationships with colleagues, large classes, lack of resources, fear of violence, behavioral problems of pupils, role ambiguity and role conflict, poor opportunities for promotion, lack of support, and lack of participation in decision-making (Abel and Sewell, 1999; Fimian and Blanton, 1987; Friedman, 1991; Wolpin et al., 1991). Researchers found that burnout negatively impacts employees’ job attitudes and leads to undesirable behaviors, such as lower job involvement, reduced task performance, and increased turnover intentions (Jackson and Maslach, 1982; Leiter and Maslach, 1988; Motowidlo and Packard, 1986; Shiro