职业倦怠对教师的工作投入、工作绩效，以及个人发展都有重要的影响，是影响学校和教育事业发展和进步的重要因素。近些年来，国家为了实现义务教育均衡化发展，促使农村教育水平得到提升，制定了一系列积极有效的政策方针，为农村教育提供了保障，农村教师的发展也愈加受到关注。关注教师心理健康，探究教师职业倦怠的影响因素，对促进农村义务教育的发展有重要意义。

本   研究聚焦农村小学教师的职业倦怠，描述教师职业倦怠的表现并探讨影响因素。本研究选取A市五个乡镇所有小学的农村教师作为研究对象，综合采用问卷调查法与访谈法收集数据。本研究采用马勒诗的职业倦怠量表作为调查问卷，问卷由情感衰竭、去个性化、低成就感三个维度构成。262名农村小学教师参与问卷调查，12名教师参与访谈。

研究发现：(1)农村小学教师的职业倦怠处于中等偏下水平。(2)在职业倦怠的总体维度上，不同婚姻状况、不同年龄、不同教龄、不同薪资水平、不同课时数量、不同职级、不同录用方式的农村小学教师存在显著差异。(3)在情感衰竭和去个性化维度上，不同薪资水平、不同职级、不同招录方式的农村小学教师存在显著差异；在情感衰竭和低成就感维度上，不同性别的教师存在显著差异；在情感衰竭维度上，不同婚姻状况、是否担任班主任、不同年龄、不同教龄、不同课时数量的农村小学教师存在显著差异。(4)对农村小学教师职业倦怠的影响因素较多，主要包括入职动机、家校关系、职位晋升和专业发展等四个方面。

       基于以上结果，为降低农村小学教师的职业倦怠感，需要国家教育行政部门、学校和教师自身共同努力，主要措施包括：加强教师的情感疏导；建立完善的考评和激励政策；组织有针对性的专业培训；引导教师转变择业动机。

Job burnout has an important impact on teachers' work input and output and teachers' personal development, and it is also an important factor affecting the development and progress of schools and education. In recent years, in order to realize the balanced development of compulsory education and promote the improvement of rural education level, the state has formulated a series of active and effective policies and guidelines to provide protection for rural education, and the development of rural teachers has also received increasing attention. Paying attention to the mental health of teachers and exploring the influencing factors of teacher burnout are of great significance to promoting the development of rural compulsory education.

This research focuses on the job burnout of rural primary school teachers, describes the performance of teachers' job burnout and explores the influencing factors. This study selects rural teachers from all primary schools in five townships in City A as the research objects, and uses a comprehensive questionnaire survey and interview methods to collect data. The questionnaire used is Maslach's job burnout scale, which is composed of three dimensions: emotional exhaustion, depersonalization, and low sense of accomplishment. 262 rural primary school teachers participated in the questionnaire survey, and 12 teachers participated in the interview.

The main conclusions of this study are as follows: (1) The job burnout of rural primary school teachers is at a lower-middle level. (2) In the overall dimension of job burnout, there are significant differences in rural primary school teachers with different marital status, different ages, different teaching ages, different salary levels, different number of hours, different ranks, and different recruitment methods. (3) In terms of emotional exhaustion and depersonalization, there are significant differences among rural primary school teachers of different salary levels, different ranks, and different recruitment methods; in terms of emotional exhaustion and low sense of accomplishment, teachers of different genders have significant differences; In the dimension of emotional exhaustion, there are significant differences among rural primary school teachers in different marital status, whether they are class teachers, different ages, different teaching ages, and different number of class hours. (4) There are many factors influencing the job burnout of rural primary school teachers, mainly including four aspects: entry motivation, family-school relationship, job promotion and professional development.

Based on the above results, in order to reduce the professional burnout of rural primary school teachers, the national education administration, schools and teachers themselves need to work together: strengthen teachers’ emotional counseling, establish sound evaluation and incentive policies, organize targeted professional training, and guide Change teachers' motivation for choosing careers.