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; Shirom, 1989; Wright and Bonett,1997; Wright and Cropanzano, 1998). This study intends to explore the relationship and effects of job involvement and personality hardiness on burnout.
During the last few years, some personality variables have attracted the attention of researchers in correlation of job stress and burnout. Despite a common acknowledgement that personality factors play a critical role in mediating stress, these factors have been overlooked in majority of empirical studies on stress. A notable exception has been a series of studies carried out by Kobasa (1979; 1982a,). Kobasa et al. (1982) explored the concept of “personality hardiness” as a resistance resource that mediates the negative consequences of high level stress.
Concept of hardiness focuses on the person that remains relatively healthy after experiencing high amounts of stressful life events. Kobasa argues that persons who experience high degree of stress without falling ill have a personality structure differentiating them from a person who becomes sick under stress. This personality difference is best characterized by the term “hardiness”. Hardiness reflects the individual’s response to life events both personally and professionally (Kobasa, 1979). Three factors, commitment, control and challenge measure hardiness (Kobasa et al., 1982). Commitment reflects a dedication to oneself and to one’s work. Control is the extent to which an individual influences life events to ensure a particular outcome. Challenge refers to life events and one’s response to those events. Individuals who are hardy cope with various stressors, both personal for example life cycle, family and professional for example occupational roles and relationships, are better than those individuals who are not hardy (Simoni and Paterson, 1997). Rush et al. (1995) found negative relations between hardiness and self-reported illness as a result of stress or burnout. Chan (2003) assessed hardiness and burnout among teachers and found that hardiness has significant impact on emotional exhaustion and personal accomplishment. Crainie et al. (1987) found out that hardiness has beneficial major effects in reducing burnout but does not prevent high level of job stress from leading to high level of burnout. Maslach et al. (2001) found out that people who display low levels of hardiness (involvement
in daily activities, a sense of control over events, and openness to change) have higher burnout scores, particularly on the exhaustion dimensions.
Other conceptual way of describing job involvement is the “degree to which a person is identified psychologically with his work” or “the importance of work in his total selfimage” (Lodahl and Kejner, 1965). Such a psychological identification with work may result partly from early socialization training during which the individual may internalize the value of goodness of work. Lodahl and Kejner (1965) emphasized that during the process of socialization, certain work values are injected into the individual that remains even at the later stage in the form of attitude toward job. Burnout may have negative effects on employees’ job attitudes, for example a reduction in job involvement and job satisfaction (Kahill, 1988). Kahill (1988) in a longitudinal study found that burnout negatively affect job involvement. Elloy et al. (1991) demonstrated a negative relationship between burnout and job involvement. Su and Mioa (2006) affirmed the mediating effect of job involvement on emotional exhaustion, diminished personal accomplishment dimensions of burnout.
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Author：Syed Mohammad Azeem Nationality：Iran
Originate from：International Journal of Vocational and Technical Education
Vol. 2(3), pp. 36-40, July 2024
临安市中学教师职业倦怠的现状及其阻碍因素外文翻译
