本研究以417名教师作为被试，釆用部落式学校文化量表、教师情绪劳动策略量表、职业倦怠量表作为研究工具，调查部落式文化与教师情绪劳动策略和职业倦怠之间的关系。主要结论如下：

1.从样本描述统计来看，教师的工作涉及大量的情绪劳动。教师在日常教育教学实践中，使用多种情绪劳动策略。本研究发现，当前教师使用最多的情绪劳动策略是自然流露。

2.总体上看，教师有严重的职业倦怠。在职业倦怠各维度的数据中，以情感衰竭最为严重。

3.部落式学校文化与表层扮演是显著负相关，与自然流露是显著正相关。

4.部落式学校文化与职业倦怠是显著负相关。

5.情绪劳动策略对职业倦怠有非常显著地预测作用。其中，职业倦怠和表层扮演成正相关，与深层扮演和自然流露成负相关。具体来说，表层扮演对情感衰竭、去个性化有显著的正向预测作用，教师使用表层扮演劳动策略也多，越容易出现情感衰竭和去个性化，越容易出现职业倦怠感。深层扮演与低成就感是负相关，与情感衰竭和去个性化是正相关，自然流露对情感衰竭、去个性化和低成就感具有显著的负向预测作用。

6.情绪劳动策略中的表层扮演和自然流露在部落式文化和职业倦怠中具有显著的中介作用。

The study aims to investigate the relationship between tribal school cultures, teachers’ emotional labor and job burnout based by using the questionnaire survey method comprised of three major instruments, including school culture scale, teacher emotional labor strategy scale, and job burnout scale. It surveyed 417 teachers in Mainland China .The major findings of the student are the follows:

 1. Teachers' work adopted different kinds of emotional labor strategies to deal with work events, among which deep acting and spontaneous behavior are the main emotional labor strategies.

2. In general, teachers suffered from job burnout. In particular, emotional exhaustion was a major dimension of job burnout affecting teachers.

3 Tribal school culture was negatively correlated to surface acting, but it was positively related to surface acting.

4. Tribal school culture was negatively correlated with job burnout.

5. Emotional labor was a significant predictor of job burnout. Job burnout was positively correlated to surface acting and negatively correlated to deep acting and natural acting. Specifically, surface acting could a significantly and positively predict emotional exhaustion and deindividuation. Teachers tended to perform surface acting labor strategies, and more likely to experience emotional exhaustion and deindividuation, and thus suffer from job burnout. Deep acting was negatively correlated to the lack of accomplishment, and positively correlated to emotional exhaustion and deindividuation.

6. Emotional labor was a mediator of the relationship between tribal school culture and job burnout. It had mediation effect to the influence of tribal school culture on teachers' emotional exhaustion.