Abstract
AbstractMany College English teachers complain about work stress. To learn about the actual burnout situation and to seek intervention, a questionnaire survey and written interviews were conducted in a medical university in China. The results of the survey suggest that 29.73% of the participants experienced burnout. No significant differences were found in the aspects of the gender and educational background. However, older teachers experienced significantly more intense reduced personal accomplishment while more-experienced teachers reported significantly more intense depersonalization and reduced personal accomplishment. Similarly, participants with higher professional titles experienced much more intense depersonalization. Meanwhile, the results of the interviews indicate four causes of burnout: factors related to the job, students, management and teacher development. Internal and external moderations are categorized as the burnout reducers. As for intervention, teachers and the organization should work together to reduce the burnout syndrome.
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