1) Low job accomplishment
职业成就感低
1.
Results:EFA revealed that the structure of belief in college teacher job-burnout included four dimensions:Emotional exhaustion,Energy burnout,Interpersonal sensitivity,and Low job accomplishment;CFA revealed χ2/df=4.
结果:探索性因素分析抽取了四个因素,按方差贡献率的大小依次为:情绪枯竭、身心疲惫、人际关系敏感、职业成就感低;验证性因素分析表明χ2/df=4。
3) pride in professional achievement
职业成就感
1.
On the basis of existing educational resources, how to take practical and feasible measures to enhance junior middle school teachers’pride in professional achievement and promote their professional development has already been a key problem to be solved for China’s current compulsary education .
如何在现有的教育资源基础上,采取切实可行的措施来更好地提升初中教师的职业成就感,促进初中教师的专业发展,已成为当下我国义务教育教育发展要重点解决的一个问题。
5) diminished personal accomplishment
低成就感
1.
Content: Job burnout, caused by long-term work pressure, is a reaction product of irreconcilable pressure with the declination appearance on respects of emotion, attitude and behavior, which directly leads to emotional exhaustion, depersonalization and diminished personal accomplishment.
工作倦怠产生于长期的工作压力，是不可调和的压力反应产物，表现为情绪、态度和行为的衰退状态，直接导致出现情绪衰竭、去人格化和低成就感。
6) Lower efficacy
低成就感
1.
Lower efficacy means ones competency sense and work achievement descended.
职业倦怠是指个体因为不能有效地应对工作上延续不断的各种压力，而产生的一种由情绪衰竭、低成就感以及人格解体三个方面构成的心理综合症状。
补充资料：低都儿低
1.低而又低，很低。
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条