Table 9 Special post hoc t tests on profession commitment and job burnout among different types of teachers

Items	Novice and proficient MD P	Novice and Expert MD P	proficient and Expert MD P
Affective Commitment Normative Commitment Total Commitment Depersonalization Reduced Personal Accomplishment Job burnout	5.131 0.883 5.507 0.846 1.3815 0.982 6.7721 0.709 0.1982 0.029 -2.7925 0.999	-0.6092*** 0.000 -0.6185*** 0.000 -0.4830*** 0.000 0.3524** 0.001 0.7181*** 0.000 0.3341*** 0.000	-0.6605*** 0.000 -0.6736*** 0.000 -0.4692*** 0.000 0.4201*** 0.000 0.5199*** 0.000 0.3369*** 0.000

 

 

 

 

 

3.2 A comparative research on professional commitment and job burnout of novice-proficient-expert teachers

Table 8 and table 9 showed significant differences among the three types of teachers on job burnout, affective burnout and normative burnout. The mean of expert teachers was higher that that of novice and proficient teachers, while no differences showed between novice and proficient teachers. In continuance commitment, there wasn’t any significant difference among the novice-proficient-expert teachers, and its mean was lower than that of the other dimensions of profession commitment. There was significant difference on job burnout, depersonalization and lack of achievement among the three types of teachers. The mean of expert teachers was lower than that of novice and proficient ones, and no difference showed in novice-proficient teachers. In emotional exhaustion, there wasn’t any significant difference among the novice-proficient-expert teachers, and its mean was higher than that of the other dimensions of job burnout.

Table 10 The correlation coefficient on teachers’ profession commitment and job burnout

Items	Affective Commitment	Continuance Commitment	Normative Commitment	Total Commitment
Emotional Exhaustion Depersonalization Reduced Personal Accomplishment Total Burnout	-0.275*** -0.471** -0.508** -0.523**	0.324** 0.269** 0.118* 0.301**	-0.189** -0.445** -0.572** -0.504**	-0.034 -0.261** -0.409** -0.292**

Table 11 The multi-regression analysis on the specific dimensions of profession commitment and job burnout

Dependant factor	Predictor	R	R2	F	B	Beta	T
Affective Commitment Continuance Commitment Normative Commitment	Formula Model Reduced Personal Accomplishment Depersonalization Formula Model Emotional Exhaustion Depersonalization Formula Model Reduced Personal Accomplishment Depersonalization	0.571 0.304 0.615	0.326 0.093 0.378	42.158*** 17.880*** 52.983***	-0.450 -0.305 0.285 0.158 -0.534 -0.214	-0.338 -0.238 0.217 0.124 -0.443 -0.185	-6.257*** -4.405*** 3.534*** 2.021* -8.209*** -3.576***

 

 

 

 

 

 

 

Table 10 and table 11 showed the three dimensions of continuance commitment had positive significant correlation with those of job burnout. While there was negative significant correlation between the three dimensions of affective commitment and those of normative commitment. A stepwise procedure of logistic regression analysis was utilized to get further understanding of the relationship among all factors. The result showed that lack of achievement and depersonalization were the predictors of teachers’ affective commitment. Emotional exhaustion and depersonalization were the predictors of teachers’ continuance commitment. Lack of achievement and depersonalization were the predictors of teachers’ normative commitment. From the following, we can find out that depersonalization play an important role in profession commitment in the growth of teachers.

4.discussion

4.discussion

4.1. Results analysis

In general, for the issue of teaching strategies, achievement goal orientation and personality characteristic, the expert teachers are better than proficient and novice teachers ,and proficient teachers are better than novice ones. When it’s turn to the question of profession commitment as well as job burnout, expert teachers are better than proficient and novice teachers , while there’s no difference between proficient and novice teachers. When it came to the specific dimensions, there were both differences and similarities among the three types of teachers.

4.1.1 The characteristics of novice teachers

(1) Novice teachers put special emphasis on pre-class preparation. Compared with the proficient teachers, novice teachers pay more attention to pre-class preparation.

(2) Performance goal is their important working motivation. Novice teachers are more self-centered, they show greater concern to the evaluation from outside world to their work.

4.1.2 The characteristics of proficient teachers

(1) Possess higher teaching strategy level. Compared with the novice teachers, proficient teachers are better in regulating and controlling class teaching. They have skillfully mastered the routine teaching procedure.

(2)Task goal is their influential motivation. Compared with the novice teachers, proficient teachers know more deeply about teaching and attach greater importance to development of their teaching ability and study effect of the students.

(3) Have the personality characteristics of easy-going, concerning about others, gregarious, tolerant. Compared with the novice teachers, proficient teachers have an amiable disposition, they can adapt to the teaching environment better, care and understand the students better and have a more democratic management.

4.1.3 The characteristics of expert teachers

(1) Regard pre-class plan, after-class evaluation and reflectivity as the core teaching strategies. Compared with proficient teachers, the characteristics of expert teachers are: they are good at the teaching plan, evaluation and reflectivity, hence they can have more creativity on teaching and improve themselves continuously. The research has born out pro. Lin C D’s viewpoint on the teachers’ quality. He considered teachers’ self-regulated ability as the top intelligence.

(2) Have the personality characteristics of being stable in emotion, being rational, practical, confident and good in criticism. Compared with proficient teachers, expert teachers can control and regulate the emotion better, be more rational in dealing with all kinds of problems in teaching field. They also can evaluate and reflect their teaching consciously and practically.

(3) The high-profile emotional commitment in the profession of teaching as well as the strong sense of professional obligation and responsibility are their main features. Compared with novice and proficient teachers, expert teachers are more responsible to and truly love their work. They can pursuit the deeply value in the professional teaching.

(4) Good communication between teachers and students, a strong sense of professional achievement. Compared with the novice and proficient teachers ,expert teachers are warmer and more equal to the students. They have a harmonious teacher-student relationship. Continuous receiving successful feedback and approval from all sides, they possess a strong sense of achievement experience.

4.1.4 Common points between novice-proficient teachers

(1) Low level of pre-class plan, after-class evaluation and reflectivity strategies.

(2) Less higher level in affective commitment and normative commitment towards teaching profession.

(3) Less stronger ability in the emotional control and regulation in teaching.

(4) Less contact between teachers and students, lack of a sense of professional achievement.

4.1.5 Common points between proficient-expert teachers

(1) Task goal has become important working motivation.

(2) Having the personality characteristics of easy-going, concern about others, gregarious and tolerant.

4.1.6 Common points among novice-proficient-expert teachers

(1) There wasn’t any difference in after-class compensation strategy, which indicated that making up the missed lesson and guidance after class were common phenomena.

(2) There wasn’t any significant difference in the two dimensions of performance goal, showing it wasn’t the main psychological factor.

(3) There wasn’t any significant difference in extra-introversion. Compared with normality, the teachers’ extraversion was higher than any others, which indicated that extraversion is the essential personality characteristic of teachers.

(4) There wasn’t any difference in continuance commitment and its mean was lower than that of the other dimensions of professional commitment, which indicated that teachers commonly had the perplexity whether they would be continuously engaged in the teaching career.

(5) There wasn’t any significant difference in emotional exhaustion and its score mean was higher than that of the other dimensions of job burnout, showing that teachers had a common feeling of high pressure, high anxiety , utter exhaustion and helplessness.

4.2 The significance to teachers’ education

4.2.1 Promote novice teachers to become proficient and proficient teachers to become expert ones.

(1) Promote novice to become proficient teachers. Our research showed that a good command of basic teaching techniques in the class was the key variable to help novice to be proficient, and the most important psychological factor that influent this change lies two aspects: task goal orientation has become important working motivation and the formation of good psychoticism personality characteristic. Hence we should help teachers to pay attention to teaching’s internal value and acquire the teaching outlook of taking the students as the center. Give full play to their advantage of attaching importance to pre-class preparation and combine it with the in-class strategies, and impel them to acquire the procedure knowledge of regulating teaching behavior in class.

(2) Promote proficient to become expert teachers. Our research showed that high after-class evaluation and reflectivity level were the core variable in the transform from proficient to expert teachers. The most important psychological factor that influent this transform lies in three aspects: the formation of good psychoticism personality characteristic; the high level of affective commitment and normative commitment towards teaching profession ; a strong sense of professional achievement. Hence, we should emphasize the improvement of teachers’ obedience to the needs of the education and of the ability of regulating one’s emotion rationally. We should increase their affective identity towards teaching profession, let them continuously acquire successful experiences. We should change the form of one-way teachers’ training, lay stress on the self-improvement of teaching professional character, and enable proficient teachers to extricate themselves from stagnancy to give their profession a new life. Thus we create more expert teachers.

4.2.2 Attach great importance to solve the psychological problem, which are not good for teachers’ growth.

(1) Devote much attention to solve the job psychological problem that current teachers haven’t high level of professional continuance commitment. Novice, proficient and expert teachers all haven’t a high level of professional continuance commitment, which indicated that quite a number of teachers were willing to quit the career. The phenomenon should be taken seriously by the departments concerned. A reality problem of current teachers’ education is how to improve the teachers’ professional continuance commitment, accelerate their career development and guide them to serve for the educational undertakings all their lives. We should try to support and help them to conquer all these problems based on further research and different reasons.

(2) Pay much attention to solve the job psychological problem that current teachers have a high level of emotional exhaustion in their profession. Emotional exhaustion has a high correlation with professional continuance commitment. Logistic regression analysis show that emotional exhaustion is a predictor to continuance commitment. Hence, we should attach great importance to solve the common psyche problems among the teachers such as stress, anxiety, fatigue and helplessness, and regard them as the focal points in the current metal health education among teachers.

4.2.3 Construct two-phase teachers’ education pattern.

(1) Centering on the mastery of basic teaching procedure, construct a primary teachers’ education pattern—from novice to proficient teachers, enable novice to become proficient teachers as soon as possible.

(2) Centering on the acquisition of evaluated and reflective ability, construct an advanced teachers’ education pattern—from proficient to expert teachers, foster more expert teachers.

4.2.4 Rejuvenate teachers’ teaching concept, clarify focal points of training.

(1) In the light of the characteristics that the three types of teachers all lay stress on after-class compensation, improve individual’s teaching ability.

(2) The indifference of performance goal among the three types of teachers showed they had little influence to teachers’ growth when excessive assessment, appraisal have been used.

(3) In extra-introversion dimension, there was no difference among the three types of teachers, showing having personality characteristic of liveliness and sanguine disposition or not isn’t the important psyche factor to influent teachers’ growth.

(4) In the light of the common and different points in the different development period of novice-proficient-expert teachers, find out the key problems and make efficient training.

5.Conclusion

(1) For the issue of teaching strategies, achievement goal orientation and personality characteristic, expert teachers are better than proficient teachers and proficient teachers are better than novice ones; when it’s turn to the question of profession commitment as well as job burnout , expert teachers are better than novice and proficient teachers, while there was no difference between proficient and novice ones. As far as special dimensions are concerned, there were not only significant differences but also common points.

(2) The main characteristic of novice teachers is that they think highly of pre-class preparation and take performance goal as their important work motivation; the characteristics of proficient teachers are the following: higher in-class teaching strategy level, task goal has become important motivation, possess the personality characteristics of easy-going, concern about others, gregarious, tolerant etc; the characteristics of expert teachers lies in three aspects: taking pre-class planning, after-class evaluation and reflectivity as the core teaching strategies, having the personality characteristic of being stable in emotion, be rational, practical, confident and good in criticism, and the high-profile emotional commitment in the profession of teaching as well as a strong sense of professional achievement also contribute to their main features.

(3)The three types of teachers haven’t significant difference in after-class compensation strategy, performance goal and extra-introversion; no significant difference in continuance commitment and its score is lower than that of other dimensions in professional commitment; no significant difference in affective exhaustion and its score is higher than that of other dimensions in job burnout.

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