工作倦怠是指长期在高压力状态下工作，从而产生的身体、情绪、态度等方面的耗竭状态^[1]。幼儿园教师是工作倦怠的高发人群，而幼儿园教师的工作状态不仅影响自身的身体和心理健康，还影响学前教育的质量，亟需更多的关注和探讨。付出-回报失衡、心理资本、职业认同与工作倦怠有密切的联系，探究它们对于工作倦怠的作用有利于明晰工作倦怠的产生机制，从而采取相应的预防和解决措施。本研究聚焦幼儿园教师工作倦怠的现状，探究付出-回报失衡对工作倦怠的影响，进一步考察职业认同、心理资本在付出-回报失衡与工作倦怠之间的作用路径。

       研究采用问卷法，选取广东省深圳市、广州市、东莞市、清远市、揭阳市等地的幼儿园教师，发放、回收有效问卷372份，并选取部分教师进行半结构化访谈。结果发现：

       首先，在付出-回报失衡的现状方面：（1）幼儿园教师群体存在较为普遍的付出-回报失衡，接近一半（47.58%）的幼儿园教师处于高付出-低回报的失衡状态；（2）年龄、学历对幼儿园教师的付出-回报失衡有显著影响，21-30岁教师、本科及以上学历教师的付出-回报失衡较为严重。其次，在工作倦怠方面：（1）幼儿园教师存在较为普遍的工作倦怠，约四分之一（26.61%）的教师处于中重度倦怠状态；（2）幼儿园教师的情感衰竭水平显著高于非人性化和低个人成就感；（3）年龄、教龄、学历、婚育状况对幼儿园教师的工作倦怠有显著影响。接着，在付出-回报失衡与工作倦怠的关系方面：幼儿园教师的付出-回报失衡与工作倦怠呈显著正相关，付出-回报失衡及其付出维度对工作倦怠及其三个维度有显著的正向预测作用。最后，在心理资本与职业认同的中介作用方面，心理资本、职业认同分别在付出对非人性化、低个人成就感的影响中发挥显著的中介作用。

      基于研究结果，提出以下建议：（1）优化工作付出，提高工作回报，改善幼儿园教师的付出-回报失衡状况；（2）重视和改善幼儿园教师的工作倦怠情况；（3）关注幼儿园教师职业认同的培养和心理资本的累积。

Job burnout refers to the exhaustion state of body, emotion and attitude caused by long-term work under high pressure. Kindergarten teachers are a high incidence of job burnout, and the working state of kindergarten teachers not only affects their physical and mental health, but also affects the quality of preschool education, which needs more attention and discussion. Pay reward imbalance, professional identity, psychological capital and job burnout are closely related. To explore their role in job burnout is conducive to clarify the mechanism of job burnout, so as to take corresponding preventive and solving measures. This study focuses on the current situation of kindergarten teachers' job burnout, explores the impact of pay reward imbalance on job burnout, and further explores the path of the role of professional identity and psychological capital between the pay reward imbalance and job burnout.

In this study, 372 valid questionnaires were distributed and collected from kindergarten teachers in Shenzhen, Guangzhou, Dongguan, Qingyuan and Jieyang, and some teachers were selected for semi-structured interviews. The results showed that:

First of all, in terms of the current situation of the pay return imbalance: (1) there is a relatively common pay return imbalance among kindergarten teachers, and the degree of imbalance is relatively small; (2) age and education background have a significant impact on the pay reward imbalance of kindergarten teachers, and the pay return imbalance of teachers aged 21-30 and above is more serious. Secondly, in terms of job burnout: (1) the overall degree of job burnout of kindergarten teachers is relatively low, about a quarter of teachers with moderate or severe burnout; (2) the level of emotional exhaustion of kindergarten teachers is significantly higher than that of dehumanization and low sense of personal achievement; (3) age, teaching age, education background and marital status have significant effects on Kindergarten Teachers' job burnout. Then, in terms of the relationship between the pay reward imbalance and job burnout, kindergarten teachers' pay reward imbalance and job burnout are significantly positively correlated. The pay reward imbalance and its pay dimension have a significant positive predictive effect on job burnout and its three dimensions. Finally, in the mediating role of psychological capital and professional identity, psychological capital and professional identity play a significant mediating role in the influence of giving on dehumanization and low personal achievement.

         Based on the results of the study, the following suggestions are put forward: (1) optimizing the work pay, increasing the work return, and improving the kindergarten teachers' pay return imbalance; (2) paying attention to and improving the kindergarten teachers' job burnout; (3) paying attention to the cultivation of Kindergarten Teachers' professional identity and the accumulation of psychological capital.