? Paper Keywords: teacher career planning, professional development of job burnout

? Career planning for primary and secondary school teachers is the need of the times, teachers' professional development, teachers' self-realization and happiness in life. Education administrative departments, teacher training departments and schools should fully understand the significance and role of teachers' career planning, and introduce corresponding policies and measures to promote and help primary and secondary school teachers to form career planning.

First, the confusion and job burnout of teachers under the education reform

1. The educational reform not only promotes the development of education, but also accelerates the crisis of teachers' professional identity, which is mainly manifested in teachers' self-loss, confusion and anxiety about professional skills, role conflict and ambiguity in teaching, and fear of professional development prospects.

The constantly renovated educational and teaching reform scheme and the complicated and trivial teaching tasks brought about by it are increasingly crowding out teachers' personal living space, and teachers are lost in the increasingly industrialized and programmed teaching. After the new curriculum reform, many new educational and teaching concepts and theories have emerged. Based on these concepts and theories, teachers' professional knowledge and ability structure show extremely diverse understanding, which causes teachers' difficulties and confusion in choosing in the teaching process. Teachers can neither judge the advantages and disadvantages of their own teaching design and teaching strategy choice, nor make a convincing evaluation of their peers' teaching. Role conflict leads to the division of teachers' understanding of professional identity, which constantly blurs teachers' role understanding and role playing. The teacher who used to be calm in front of the students suddenly became nervous and caught off guard.

2. Foreign research data show that job burnout is most likely to occur in the process of helping others. Teachers' profession is a typical helping profession, and it is a profession with many stressors and great intensity, and teachers are prone to job burnout. Job burnout is a syndrome group, which is generally considered to be a state of physical and mental exhaustion in physiology, emotion and behavior when individuals cannot cope with the excessive demand of external energy and resources. There are many factors that cause teachers' job burnout, mainly the following.

(1) Personal background factors. Many foreign studies show that many variables in personal background factors are related to the occurrence of teachers' job burnout, including age, education and so on. Some studies have found that young teachers show a higher level of emotional exhaustion than older teachers, and the job burnout of highly educated teachers is more serious, but the research on gender is still inconclusive.

(2) working pressure. The main sources of job burnout include: lack of supervisor support, lack of parents and team support, heavy workload, low learning motivation of students, and discipline problems. These studies show that role conflict and role ambiguity are important factors affecting teachers' job burnout.

(3) Self-efficacy. Teachers' self-efficacy can predict the level of job burnout. Teachers with low self-efficacy have more serious job burnout than teachers with high self-efficacy. Bandura believes that self-efficacy is the main moderating variable of burnout.

(4) organizational justice. Organizational justice refers to the intuitive feelings of individuals or groups about the fairness that organizations treat them. Organizational factors such as fairness of salary, loss of control over work, role conflict and ambiguity, and lack of support are all considered as important determinants of job burnout. The research shows that procedural justice and distributive justice are moderately related to job burnout.

(5) Social support. Many studies show that the lack of necessary social support is an important reason for teachers' job burnout, but there are still different views on the influence of social support on job burnout.

The above are the main empirical studies of western teachers' job burnout in recent years. In my opinion, the above research, whether from external factors such as work pressure, organizational justice, social support, or from the perspective of teachers such as personal background factors and self-efficacy, failed to really look at the phenomenon of teachers' job burnout from the standpoint of a teacher.

Second, some suggestions on teachers' professional development.

1. Education reform should pay more attention to the existence of teachers as subjectivity, and pay more attention to the subjective needs of teachers as "people", which not only puts forward realistic requirements for teachers, but also creates conditions for their individual growth.

2. Pay attention to the value of individual practical knowledge in teachers' profession. One of the most important characteristics of teachers' profession is strong practicality, so personal practical knowledge is an important part of teachers' professional knowledge. In a sense, the formation of teachers' professional identity is actually a process of continuous integration of teachers' personal practical knowledge and teachers' knowledge. We must pay attention to the practicality and constructiveness of teachers' knowledge and the experience situation of teachers' knowledge.

3. Do a good job in teachers' career planning. In other words, based on their own advantages and characteristics, according to the requirements of the times and society and the same vision of their schools, teachers make predictable and systematic self-designs and arrangements that can promote teachers' planned and sustainable development. First of all, education administrative departments, teacher training departments and schools must fully understand the significance and role of teachers' career planning. Secondly, education administration, education and training departments and schools must put teachers' career planning on the agenda and introduce corresponding policies and measures as soon as possible.

Teachers' reflection on education and teaching activities is conducive to teachers' self-improvement and personality improvement. A teacher who constantly reflects must be a lifelong learning teacher. In the process of continuous reflection and learning, teachers will not only accumulate rich teaching knowledge and increase infinite educational wisdom, but also broaden their horizons and broaden their minds, so that their outlook on life and personality can be sublimated to a higher level, thus promoting their professional development.

References:

[1] Si Jiwei, Wang Jinsu. Teacher Evaluation Factors Causing Job Burnout of Primary and Secondary School Teachers [J]. Journal of Shandong Normal University (Humanities and Social Sciences Edition), 2007, (2):158-161.

[2] Bao Chuanyou. Teachers' professional identity in education reform-crisis and outlet [J]. China Education News, 20 10.02.

[3] Pan Shixiang. Exploring a new model of teachers' professional development [J]. People's Education, 20 10. 12.

[4] Kim. Career planning of primary and secondary school teachers [J]. Shanghai Education Research, 20 10.09.

[5] Jin Feng. A Review of Western Teachers' Job Burnout Research [J]. China Cultural Forum, 2009, (7): 144- 145.

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