Understanding and Addressing Burnout among Young Female College Teachers through the Lens of Involution

在万物皆可“卷”的全员“内卷”时代，高校青年女性教师面临职业倦怠。研究基于认知–情感人格系统理论以及Maslach职业倦怠理论，从情感耗竭、去人格化和低成就感三方面对内卷化视阈下高校青年女性教师职业倦怠的问题呈现进行阐述，针对性提出构建“她有力”心理支持系统、“她OK”成长成才氛围以及“她出色”聘任管理制度的高校青年女性教师职业倦怠纾解三大策略。Amidst the pervasive phenomenon of involution in contemporary society, where the concept of involvement permeates all aspects of life, young female teachers at institutions of higher education are grappling with the pervasive issue of burnout. Drawing upon the theoretical frameworks of the cognitive-affective personality system and Maslach’s burnout inventory, this investigation delineates the manifestations of job burnout within this demographic, focusing on three key dimensions: emotional exhaustion, depersonalization, and personal accomplishment. Furthermore, the study puts forth a tripartite strategy for mitigating burnout among these young female teachers, encompassing the establishment of a “She is Powerful” psychological support network, the cultivation of a “She is OK” environment conducive to growth and achievement, and the institution of a “She is Outstanding” system for appointments and management.