Chinese English teachers’ occupational intention during distance education: The role of burnout and job-related stress

Abstract

Since turnover intention has a negative impact on teachers’ productivity, a bulk of educational research has studied the personal, organizational, and emotional predictors of this construct. Nevertheless, the predictive function of burnout and job-related stress as two emotional factors has been less attended to by scholars. To address this gap, the current empirical study explored the role of burnout and job-related stress in Chinese English teachers’ turnover intention during distance education. In doing so, three pre-designed questionnaires were distributed among 221 Chinese teachers. Having collected the needed data, the researcher analyzed the datasets through the Pearson correlation test and multiple regression analysis. As a result of the correlation test, positive, direct relationships were found between burnout, job-related stress, and teacher turnover intention. Moreover, the results of the regression analysis evinced the significant role of burnout and job-related stress in predicting Chinese English teachers’ turnover intention. The implications of the results are thoroughly discussed.

Job burnout among teachers handling English as a foreign language in China: review and prospects

“…Most quantitative studies on job burnout of EFL teachers in China are based on MBI (Zhang, 2012(Zhang, , 2022Hu, 2014;Li, 2016;Fan et al, 2017;Li and Zhang, 2020;Bing et al, 2022;Ding and He, 2022;Song, 2022;Yang, 2022). Some empirical studies revised some items of MBT and added some items to highlight China's national conditions and cultural specificity (Chen and Lin, 2008;Xu, 2010;Yao, 2011;Tang and Zhao, 2013;Tang, 2020).…”

The Impact of Work Stress on the Psychological Well-being of Public Elementary School Teachers

“…The conservation of resources theory expresses that individuals with ample resources can acquire more resources and are less vulnerable to resource loss. In daily work, Zhao et al (2020), primary school teachers undertake a heavy teaching and student management workload and thus must instill many internal and external resources. Some researchers like Kosir et al (2015) & Bottiani et al (2019) state that when teachers face strain from numerous factors, such as workload, test pressure, and student administration, it is likely to result in powerlessness and even frustration due to limited resources, their studies have indicated positive relationships between occupational stress and teacher burnout.…”

“…In addition, primary school teachers meet selfdevelopment stress, such as low salaries and limited development prospects. Face with many factors, coupled with the concern that their professional effort is undeserved, the reward received results in more severe job stress among primary school teachers (Qi et al, 2014;Zhao et al, 2020). Thus, this research investigated the mentioned gaps to ascertain the current situation of public elementary teacher work stress and the possible influence of such intense work stress on teacher burnout.…”