The Relationship between High School Teachers’ Work Stress and Burnout Syndrome
DOI:
https://doi.org/10.65168/bs.218-3Keywords:
стресс үүсгэгч, сэтгэл хөдлөлийн туйлдал, харилцаа холбооны хөндийрөл, мэргэжлийн үр дүнгийн мэдрэмжийн бууралтAbstract
In recent years, ongoing reforms and social changes in the education sector have increased the professional workload of teachers, negatively affecting their psychological stability. This study aims to examine the relationship between occupational stress and job burnout among senior high school teachers in Ulanqab, Inner Mongolia Autonomous Region, China. A total of 573 teachers participated in the study. Occupational stress was measured using a 36-item scale developed by Shi Lin and Chen Junli, while job burnout was assessed with a 22-item inventory based on Maslach’s model, adapted by Yan Haiye for the Chinese context. The results showed that 89.7% of the participants experienced moderate to high levels of stress. Key stressors included issues related to students, school administration, and job-specific characteristics. Job burnout was found to be at a moderate level, with emotional exhaustion scoring the highest among the dimensions. Correlation analysis revealed a moderate positive relationship between occupational stress and job burnout (r=.534***), and regression analysis confirmed that job burnout significantly predicted occupational stress (β=0.255, t=8.157, p<0.001). These findings provide an empirical basis for educational administrators and policymakers to develop science-based strategies aimed at improving teachers’ mental well-being and working conditions, reducing occupational stress, and preventing burnout.
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