Educators’ Occupational Burnout Questionnaire (Maslach Burnout Inventory-Educators Survey, MBI-ES) – Chinese Version

Description

Freudenberger first introduced the term “occupational burnout” as a professional term to describe an extreme state of physical and emotional fatigue experienced by individuals in helping professions when faced with excessive work demands. Maslach’s operational definition of occupational burnout has gained wide recognition, defining burnout as consisting of three dimensions: 情绪衰竭 (emotional exhaustion), 非人性化 (depersonalization), and 低个人成就感 (reduced personal accomplishment). Emotional exhaustion manifests as an extreme state of fatigue in emotional feelings, with a complete loss of work enthusiasm, representing the stress dimension of burnout; depersonalization reflects a negative, cynical, and numb attitude towards colleagues and service recipients, representing the interpersonal dimension of burnout; reduced personal accomplishment indicates a tendency to negatively evaluate the significance and value of one’s work, leading to a loss of self-efficacy, representing the self-evaluation dimension of burnout.

Authors and Contact Email

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Purpose

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Test Year

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Administration Method and Scoring

The revised questionnaire for occupational burnout among primary and secondary school teachers consists of 22 items, categorized into three dimensions: 情绪衰竭 (emotional exhaustion), 非人性化 (depersonalization), and 个人成就感 (reduced personal accomplishment). The measurement uses a 6-point Likert scale, ranging from 1 (strongly disagree) to 6 (strongly agree); a higher score indicates a stronger sense of occupational burnout.

Reliability and Validity

Confirmatory factor analysis shows good model fit, with internal consistency reliability coefficients for the three dimensions being 0.90, 0.75, and 0.82, respectively. Test-retest reliability is 0.69, 0.56, and 0.61, respectively. These indicators demonstrate good psychometric properties, making it a viable measurement tool for occupational burnout among primary and secondary school teachers in China.

Factors and Subscales

– 情绪衰竭 (emotional exhaustion)
– 非人性化 (depersonalization)
– 低个人成就感 (reduced personal accomplishment)

Keywords

Occupational burnout, emotional exhaustion, depersonalization, reduced personal accomplishment, educational professionals

Items in Chinese

1. 我觉得自己在透支生命。
2. 我觉得做老师是一份令人心力交瘁的工作。
3. 工作一天后，我感到筋疲力尽。
4. 我觉得教学工作耗尽了我的情绪和情感。
5. 从早到晚，我的脑袋里都有一根弦紧崩着，让我觉得很难受。
6. 早上起床后我会觉得很疲乏。
7. 在工作中我有一种被掏空的感觉。
8. 我觉得我在工作中付出太多。
9. 和学生在一起，我可以很容易创造一个轻松的氛围。
10. 我在工作中做了一些有价值的事情。
11. 我能够帮学生找到自信。
12. 我可以有效地处理学生的问题。
13. 我可以给学生一些有益的指导。
14. 我觉得我对他人的生活有积极影响。
15. 当学生遇到问题的时候，愿意和我交流。
16. 我可以很容易理解学生的感受。
17. 我因为一点小事就把学生辟头盖脸地骂一顿。
18. 我对学生很苛刻。
19. 我有骂学生的冲动。
20. 我觉得学生对我处理问题的方式感到不满。
21. 我觉得我常把学生当作无生命的物体来对待。
22. 我很少表扬学生。

Items in English

1. I feel like I am draining my life energy.
2. I feel that being a teacher is a very exhausting job.
3. After a day’s work, I feel completely exhausted.
4. I feel that teaching takes a toll on my emotions and feelings.
5. From morning till night, I feel tense, making me uncomfortable.
6. I feel tired after getting up in the morning.
7. I feel empty at work.
8. I feel that I give too much at work.
9. I can easily create a relaxing atmosphere with students.
10. I have done something valuable at work.
11. I can help students find their confidence.
12. I can effectively handle student issues.
13. I can provide students with constructive guidance.
14. I feel I have a positive impact on others’ lives.
15. Students are willing to communicate with me when they encounter problems.
16. I easily understand students’ feelings.
17. I scold students harshly over minor issues.
18. I am strict with students.
19. I have the impulse to scold students.
20. I feel students are dissatisfied with my way of handling problems.
21. I often treat students like inanimate objects.
22. I rarely praise students.

References

伍新春,齐亚静,余蓉蓉,等.中小学教师职业倦怠问卷的进一步修订[J].中国临床心理学杂志,2016,24(05):856-860.DOI:10.16128/j.cnki.1005-3611.2016.05.020.
马铭余.县域内校园形式主义对教师职业倦怠的影响研究[D].东北师范大学,2023.DOI:10.27011/d.cnki.gdbsu.2023.000902.