近年来，随着社会竞争压力的加剧，职业心理学和健康心理学等领域发展迅速，越来越多的心理学家开始关注职业倦怠的问题。教师作为职业倦怠的高发群体，历来都是研究者的重点关注对象。本研究以教师中的特定群体——高校就业指导教师为研究对象，对其工作压力源、自尊、内控和职业倦怠的现状及四者间的关系进行实证研究。在理论上，丰富教师职业倦怠的研究，在实践上，为改善高校就业指导教师职业倦怠状况提出针对性的建议。在对以往研究文献回顾和综述的基础上，明确了本研究的设计思路，提出了相应的研究假设。本研究采用问卷法收集数据，使用Maslach职业倦怠量表——通用版、Cooper工作压力源问卷、罗森伯格自尊问卷和Levenson内控性、有势力的他人及机遇量表中的内控性分量表，对194名高校就业指导教师进行施测；使用t检验、相关分析、回归分析等数据统计方法，得出了以下研究结论：结论一：高校就业指导教师职业倦怠的各维度中，最易产生的是情绪衰竭，其次是玩世不恭和专业效能感缺乏。就业指导中心领导岗位上的高校教师情绪衰竭维度得分显著低于其他岗位，其他维度在人口统计学变量上基本没有显著差异。结论二：高校就业指导教师的工作压力源中，处于前三位的依次是职业发展、工作自主性和工作负荷。性别差异主要体现在工作负荷、工作家庭平衡和工作自主性上。结论三：工作压力源各因子与职业倦怠中的情绪衰竭和玩世不恭存在显著正相关，工作压力源中的人际关系、工作家庭平衡、角色冲突和角色模糊维度与专业效能感缺乏有显著正相关。结论四：自尊与内控与职业倦怠各维度存在显著负相关。结论五：工作压力源中的工作负荷、角色冲突、工作自主性能够预测高校就业指导教师的情绪衰竭；工作压力源中的角色冲突、职业发展和自尊能够预测高校就业指导教师职业倦怠中的玩世不恭；自尊和内控能够预测高校就业指导教师职业倦怠中的专业效能感缺乏。

In recent years, along with the increasing pressure of competition, more and more occupational and health psychologists begin to pay attention to the issue of burnout. Teacher is a high-risk group of burnout, and is also the researchers' focus in this domain. In this study we use university career-services teachers as the research object. We use questionnaire to investigate their work stressor, self-esteem, locus of control and burnout, and try to figure out the relationship between the four factors. On the basis of previous research review, we put forward the corresponding research hypothesis. This study used the Maslach burnout inventory - general version, Cooper’s occupational stress indicator, Rosenberg’s self-esteem questionnaire and Levenson’s locus of control scale. Using correlation analysis, t test, regression analysis and data statistical method, we draw the following conclusions.Conclusion 1: universities career-services teachers' burnout is in the medium level. Conclusion 2:universitycareer-services teachers’ work stressors are in the medium level. The gender differences of them mainly express in workload, home/job balance and job autonomy. Conclusion 3: each factor of work stressor and emotional exhaustion, cynicism has significant positive correlation. Relationship, home/job balance, role conflict and role ambiguity dimension of work stressor and inefficacy have significant positive correlation. Conclusion 4: Self-esteem, internal locus of control and all dimensions of burnout have significant negative correlation. Conclusion 5: Workload, role conflict , job autonomy and career development dimension of the work stressor are able to predict the university career - services teachers' emotional exhaustion; Self-esteem ,role conflict and career development dimension of work stressor can predict university career services teachers' cynicism; Self-esteem and internal locus of control can predict their inefficacy.