随着时代的发展，人们逐渐意识到学前教育的重要性。随着二胎政策的放开，幼儿人数日益增多，给学前教育机构带来不小的压力以及广阔的发展前景。幼儿教师是学前教育人力资源的中流砥柱，但是也是职业倦怠的易发人群。职业倦怠不仅对幼儿教师自身产生影响，而且对幼儿的身心发展乃至整个社会的健康发展产生深远的影响。通过对历年文献的回顾和查阅，笔者发现自我效能感对职业倦怠有一定影响，但是对幼儿教师自我效能感和职业倦怠关系的研究相对较少。

因此本研究主要通过对幼儿教师进行调查，从人口统计学的角度，分析幼儿教师职业倦怠在人口学变量上的差异及其与自我效能感的关系，在此基础上提供建议，以减轻幼儿教师的职业倦怠。

本研究共对435名幼儿教师进行问卷调查，回收有效问卷426份。问卷采取当面发放以及网上发放的方式进行调查。研究问卷主要参考了一般自我效能感量表（GSES）以及教师职业倦怠量表（MBI-ES），并进行了简单修订。本研究中，职业倦怠包含四个维度：情绪衰竭、非人性化、低成就感、认知枯竭。所得数据由SPSS25.0数据统计包进行分析，运用描述性统计分析幼儿教师职业倦怠和自我效能感的现状，采用独立样本T检验和单因素方差分析，分析了幼儿教师职业倦怠和自我效能感在人口统计学上的差异。此外，还分析了幼儿教师职业倦怠与自我效能感的关系，以及进行了人口学变量和自我效能感对职业倦怠的回归分析。

通过数据分析得出以下结论：

（1）幼儿教师的自我效能感在教师岗位及月收入上存在显著差异。幼儿教师中，岗位为班长的幼儿教师自我效能感得分显著高于配班和保育员，月收入在3000元以下的幼儿教师自我效能感得分最低，6001元以上的幼儿教师自我效能感得分最高。

（2）情绪衰竭维度在婚姻状态、年龄、教龄、学历、编制、职称、岗位上存在显著差异。在编已婚幼儿教师，年龄在31-35岁的幼儿教师，本科及以上学历，高级职称的幼儿教师，处于班长岗位的幼儿教师，情绪衰竭均分最高。

非人性化维度在教师年龄、学历、教师岗位方面存在显著差异。31-35岁的幼儿教师，本科及以上学历的教师，岗位为配班的幼儿教师非人性化平均得分最高。

低成就感维度在月收入方面存在显著差异。月收入在3000元以下的幼儿教师低成就感均分最高。

认知枯竭维度在幼儿园级别和月收入方面存在显著差异。没有级别的幼儿园教师认知枯竭均分最高，市级示范幼儿园教师认知枯竭平均得分最低。月收入6001元以上的幼儿教师认知枯竭平均得分最低，3001-4000元的幼儿教师认知枯竭平均得分最高。

（3）幼儿教师自我效能感与情绪衰竭、非人性化、低成就感、认知枯竭这四个维度以及总倦怠呈显著负相关。

（4）幼儿教师自我效能感在情绪衰竭、非人性化、低成就感和认知枯竭这四个维度具有显著负向预测作用，对总倦怠具有负向预测作用。

最后，本研究从幼儿园管理以及教师自身两个角度提出了相应的建议，并指出了本研究的不足以及需要进一步研究的问题。

With the development of society, more and more attention is paid to the importance of preschool education. The release of the two-child policy has made people pay more attention to kindergartens. The increasing number of pre-school institutions and the number of children entering the school has laid the foundation for the rapid development of preschool education in our country. The number of preschool institutions and the number of children entering the school is increasing day by day, which makes me think that the job burnout of preschool teachers not only has an impact on the teachers themselves, but also has a profound impact on the physical and psychological development of young children and the healthy development of the whole society. After reviewing the literature over the years, I found that self-efficacy has a certain influence on job burnout, but there is relatively little research on self-efficacy and job burnout of kindergarten teachers.

Therefore, from the perspective of demography, this study investigates the situation of self-efficacy and job burnout, the influencing factors and the relationship between the two, and provides suggestions for the alleviation of job burnout.

A total of 435 kindergarten teachers in Beijing were surveyed. The questionnaires are distributed in person and online. The questionnaire mainly refers to GSES and MBI-ES, and makes a simple revision. Job burnout is divided into four dimensions: emotional failure, dehumanization, low sense of achievement, and cognitive exhaustion. The data obtained were analyzed by SPSS25.0 statistical packet, and the present situation of self-efficacy and job burnout of kindergarten teachers in Beijing was analyzed by descriptive statistical analysis. The demographic differences of self-efficacy and job burnout among kindergarten teachers in Beijing were analyzed by means of independent sample T test and single factor variance analysis. Then it analyzes the relationship between self-efficacy and job burnout and the multiple regression of self-efficacy to job burnout. Data analysis leads to the following conclusions:

(1) There are significant differences between teachers 'self-efficacy and monthly income. Among the kindergarten teachers, the self-efficacy score of the kindergarten teacher who is the monitor of the class is significantly higher than that of the shift class and the nurse. The kindergarten teacher with a monthly income of less than 3,000 yuan has the lowest self-efficacy score, and the kindergarten teacher with a monthly income of more than 6001 yuan has the highest self-efficacy score.

(2) There are significant differences in the dimensions of marital status, age, teaching age, education, establishment, job title and position. Married kindergarten teachers, kindergarten teachers aged 31-35, undergraduate or above, kindergarten teachers with senior professional titles, and kindergarten teachers in squad leader positions have the highest scores of emotional failure.
    There are significant differences in teacher age, education level and teacher position in the non-human dimension. Children teachers aged 31-35, teachers with bachelor's degree or above, and non-humanized teachers with the highest average score.
    There are significant differences in monthly income in the dimension of low achievement. The child teacher with a monthly income of less than 3,000 yuan has the highest average achievement.
    There are significant differences in the cognitive depletion dimension between kindergarten level and monthly income. The average score of cognitive exhaustion of kindergarten teachers without grade is the highest, and the average score of municipal model kindergarten teachers is the lowest. The average score of cognitive depletion was the lowest for teachers with a monthly income of 6001 yuan or more, and the highest for teachers with a monthly income of 3001-4000 yuan.

(3) There was a significant positive correlation between self-efficacy and personal achievement, and a significant negative correlation between self-efficacy, non-humanity and cognitive exhaustion of kindergarten teachers.

(4) The self-efficacy of kindergarten teachers has a significant negative prediction effect on emotional failure, dehumanization and cognitive depletion, a significant positive prediction effect on personal achievement, and a negative prediction effect on total burnout.
    Finally, this paper puts forward the corresponding suggestions from the perspective of kindergarten management and teachers themselves, and points out the shortcomings of this article and the problems that need to be further studied.