| 摘要 | 第3-5页 |
| Abstract | 第5-6页 |
| List of Abbreviations | 第11-12页 |
| Chapter 1 Introduction | 第12-15页 |
| 1.1 Background of the Study | 第12-13页 |
| 1.2 Purpose of the Study | 第13页 |
| 1.3 Significance of the Study | 第13-14页 |
| 1.4 Framework of the Thesis | 第14-15页 |
| Chapter 2 Literature Review | 第15-26页 |
| 2.1 Core Concepts | 第15-19页 |
| 2.1.1 Definition of Self-concept | 第15-16页 |
| 2.1.2 Definition of Teaching Efficacy | 第16-18页 |
| 2.1.3 Definition of Burnout | 第18-19页 |
| 2.2 Theoretical Foundation | 第19-22页 |
| 2.2.1 Affective Filter Hypothesis | 第19-20页 |
| 2.2.2 Bandura’s Self-efficacy Theory | 第20-21页 |
| 2.2.3 Maslow’s Hierarchy of Needs Theory | 第21-22页 |
| 2.3 Related Studies Abroad and at Home | 第22-26页 |
| 2.3.1 Studies on the Correlation among Self-concept, Teaching Efficacy and Burnout Abroad | 第22-23页 |
| 2.3.2 Studies on the Correlation among Self-concept, Teaching Efficacy and Burnout at Home | 第23-26页 |
| Chapter 3 Research Design | 第26-30页 |
| 3.1 Research Questions | 第26页 |
| 3.2 Research Subjects | 第26-27页 |
| 3.3 Research Instruments | 第27-29页 |
| 3.4 Data Collection | 第29-30页 |
| Chapter 4 Results and Discussion | 第30-52页 |
| 4.1 General Situation of High School English Teachers’ Self-concept | 第30-36页 |
| 4.1.1 Professional Competence | 第31-32页 |
| 4.1.2 Interpersonal Perception | 第32-33页 |
| 4.1.3 Acceptance of Risk and Initiatives | 第33页 |
| 4.1.4 Relationship with Students | 第33-34页 |
| 4.1.5 Satisfaction with Their Job | 第34-35页 |
| 4.1.6 Self-acceptance | 第35-36页 |
| 4.2 General Situation of High School English Teachers’ Teaching Efficacy | 第36-42页 |
| 4.2.1 Teaching Plan and Preparation | 第36-38页 |
| 4.2.2 Classroom Teaching | 第38-39页 |
| 4.2.3 Teaching Management | 第39-40页 |
| 4.2.4 Interpersonal Relationship | 第40-41页 |
| 4.2.5 Teaching Evaluation and Reflection | 第41-42页 |
| 4.3 General Situation of High School English Teachers’ Burnout | 第42-46页 |
| 4.3.1 Emotional Exhaustion | 第43-44页 |
| 4.3.2 Depersonalization | 第44-45页 |
| 4.3.3 Reduced Personal Accomplishment | 第45-46页 |
| 4.4 Correlations among High School English Teachers’ Self-concept, Teaching Efficacy and Burnout | 第46-49页 |
| 4.4.1 Correlation between Self-concept and Teaching Efficacy | 第46-47页 |
| 4.4.2 Correlation between Self-concept and Burnout | 第47页 |
| 4.4.3 Correlation between Teaching Efficacy and Burnout | 第47-48页 |
| 4.4.4 Conclusions on Correlations | 第48-49页 |
| 4.5 The Effect of High School English Teachers’ Self-concept and Teaching Efficacy on Burnout | 第49-52页 |
| 4.5.1 The Effect of Teachers’ Self-concept on Burnout | 第50-51页 |
| 4.5.2 The Effect of Teachers’ Teaching Efficacy on Burnout | 第51-52页 |
| Chapter 5 Implications | 第52-57页 |
| 5.1 Implications for English Teachers | 第52-55页 |
| 5.1.1 Enhancing Teachers’ Professional Knowledge and Competence | 第52-53页 |
| 5.1.2 Improving Teachers’ Cooperation and Communicative Competence | 第53-54页 |
| 5.1.3 Improving Teachers’ Emotion Management | 第54-55页 |
| 5.2 Implications for Schools and Society | 第55-57页 |
| 5.2.1 Offering More Opportunities for Teachers’ Professional Development | 第55-56页 |
| 5.2.2 Improving Management Mechanism and Creating a Good Teaching Environment | 第56-57页 |
| Chapter 6 Conclusion | 第57-60页 |
| 6.1 Main Findings | 第57-58页 |
| 6.2 Limitations | 第58-59页 |
| 6.3 Suggestions for Future Study | 第59-60页 |
| Appendices | 第60-64页 |
| Bibliography | 第64-68页 |
| Acknowledgements | 第68-69页 |
