职业技术学院教师情绪智力与工作倦怠的关系
Relationship between emotional intelligence and job burnout among vocational college teachers

目的：探讨职业技术学院教师情绪智力与工作倦怠的关系。方法：采用情绪智力量表和工作倦怠量表对河南省3所职业技术学院的1 200名教师进行调查。结果：不同性别、学历、职称、工龄的职业技术学院教师情绪智力比较，差异有统计学意义（P<0.05）；不同性别、职称和工龄的职业技术学院教师工作倦怠比较，差异有统计学意义（P<0.05）；情绪智力与工作倦怠各维度之间均存在负相关（P<0.05）。情绪智力的自我情绪评估（β=-0.265）、他人情绪评估（β=0.379）和情绪利用（β=-0.253）三个维度对工作倦怠有预测作用（P<0.05）。结论：职业技术学院教师可以通过提高情绪智力水平降低工作倦怠水平，从而提高其在教学任务中的工作成就感。
Aim: To investigate the relationship between emotional intelligence and job burnout of vocational college teachers. Methods: Emotional Intelligence Questionnaire(WLEIS？？C) and Maslach Burnout Inventory(MBI？？GS) were applied to investigate 1 200 vocational college teachers from three colleges in Henan Province. Results: The emotional intelligence of vocational college teachers was statistically different among different gender, education background, title and length of service groups（P<0.05）. The job burnout of vocational college teachers was statistically different among different gender, title and length of service groups（P<0.05）.There were negative correlations in each dimension between emotional intelligence and job burnout（P<0.05）. Self？？emotion appraisal（β=-0.265）, others emotion appraisal（β=0.379） and use of emotion of emotional intelligence（β=-0.253） had prediction value on job burnout of vocational college teachers. Conclusion: Vocational college teachers can reduce level of job burnout through improve the level of emotional intelligence, thus improve their teaching achievement