Research on the Mechanism of Occupational Burnout among Rural Primary School Teachers

-- Research on Grounded Theory Based on 15 Teachers of L Primary School

Abstract

Occupational burnout is a phenomenon that occurs in the career of primary school teachers, which is very detrimental to their own development and student growth. Through a qualitative study of 15 teachers at L Elementary School, it was found that individual environments are formed by physical condition, age, university background, family situation, work experience, personality traits, and ideal pursuits. Family school cooperation, leadership style, student situation, and teaching reform shape the collective environment. Time allocation, energy allocation, and ability allocation form a sense of professional rhythm, and being trusted, recognized, valuable, and growing form a sense of professional achievement. Among them, the sense of occupational rhythm and occupational achievement directly affect the occupational burnout of rural primary school teachers, while individual and collective environments indirectly affect occupational burnout through the sense of occupational rhythm and occupational achievement. Rural primary school teachers should be guided to rationally view professional burnout, attach importance to career guidance for rural primary school teachers, and further optimize the professional environment for rural primary school teachers.