随着全球经济高速发展，人们生活与工作的压力不断攀升，职业倦怠问题日益突出，成为影响个人健康、企业增效、社会进步的重要要素。作为一种心理和生理的综合症状,职业倦怠已经蔓延到了众多行业，其中，民办高校教师已经成为职业倦怠的一个高发群体。改革开发以来，民办高校为国家和社会培养了大批优秀人才，已成为我国高等教育事业发展的重要组成部分和促进教育改革的一支重要力量。然而，在深入推进民办教育分类管理、全力推动民办教育内涵式发展的关键期，日益严重的职业倦怠问题却成为困扰民办高等教育向好发展的掣肘，引发了政府及社会的普遍关注。职业倦怠不仅对民办高校教师个人身心健康和职业发展造成负面影响，而且对民办高等教育质量的提升及可持续发展也带来不利影响。站在全面深化教育体制机制改革、加快教育现代化、办好人民满意教育的新起点上，有效降低民办高校教师职业倦怠水平、提升人才培养质量，对我国民办高等教育的长远发展具有重要的现实意义。
本文以职业倦怠生态学理论和制度构成理论为指导，建构了一个涵盖4个个体因素及6个环境因素的民办高校教师职业倦怠影响因素概念框架，以及一个具有调节效应和中介效应的回归假设模型，以此来探究民办高校教师职业倦怠现象成因的全貌，为后续的定量研究及质性研究提供了理论基础与研究视角。
本文通过个案研究方法和混合研究方法，对研究问题进行了深入分析。首先，本文选取具有代表性的CS民办高校作为个案研究对象，将该校教师作为研究样本，其中，在定量研究中，回收有效样本量为440份，在两次质性研究中，分别选取10名民办高校教师、4名民办教师及相关同事、学生、职能部门负责人作为访谈对象，为后续定量研究及质性研究提供了可靠的数据来源；其次，本文通过对问卷调查数据进行描述性统计分析、独立样本t检验、单因素方差分析、单样本U检验及多样本H检验，来分析民办高校教师职业倦怠现状；再次，本文通过对问卷调查数据进行中介效应检验、调节效应检验、多元回归分析，来探索个体因素和环境因素对民办高校教师职业倦怠影响路径及影响作用的大小；最后，本文还通过对专任教师、同事、学生、学校管理人员的访谈资料及相关制度文本的类属分析，即通过质性研究方法，来探究个体因素及环境因素的形成过程，以此揭示民办高校教师职业倦怠产生的深层原因。
民办高校教师职业倦怠现状的研究结果显示：第一，从单维度视角评估，民办高校教师的情绪衰竭倦怠水平最高，其次为低成就感，去人性化水平较低；从综合视角评估，民办高校教师整体倦怠水平严重，且影响面较广；第二，年龄40岁是民办高校教师职业倦怠的一个分水岭；第三，入职时间5年后民办高校教师职业倦怠进入加速期；第四，本科学历的民办高校教师为易倦怠人群；第五，高级职称是民办高校教师职业倦怠的重灾区。
民办高校教师职业倦怠影响因素的研究结果显示：第一，影响职业倦怠的个体因素和环境因素均处于非良性状态；第二，对职业倦怠影响最大的个体因素是尊重认可需求；第三，对职业倦怠影响最大的环境因素是工作要求；第四，个体因素和环境因素之间存在相互作用，且对职业倦怠影响路径呈多样化；第五，环境因素对职业倦怠整体影响的程度要大于个体因素。
民办高校教师职业倦怠深层原因的研究结果显示：第一，管理制度体系缺乏科学性，是导致民办高校教师职业倦怠形成的制度性根源；第二，群体意识和价值信念缺乏正确引领，是导致民办高校教师职业倦怠产生的非制度性根源；第三，社会权益保障机制不健全，是导致民办高校教师职业倦怠形成的实施机制根源。 
本文从改善民办高校内部及外部生态系统入手，围绕正式制度、非正式制度及实施机制建设要点，提出了有针对性的对策和建议。其中，对民办高校管理者提出的建议包括：树立科学的管理理念，实施有温度的管理方法，创建服务型组织机构，构建科学的薪酬考评体系，建立富有弹性的教师培训体制，培育良性的组织文化；对政府相关部门提出的建议包括：规范政府对大学的管理权限，树立正确的职业价值观，推动“和谐家风”的社会风气建设、完善民办高校教师权益监管机制。
 

With the rapid development of the global economy, the pressure on people's lives and work continues to rise, and occupational burnout is becoming increasingly prominent, becoming an important factor affecting personal health, enterprise efficiency, and social progress. As a comprehensive psychological and physiological symptom, occupational burnout has spread to many industries, among which private university teachers have become a high-risk group for occupational burnout. Since the reform and development, private universities have cultivated a large number of outstanding talents for the country and society, and have become an important component of the development of higher education in China and an important force in promoting educational reform. However, during the critical period of deepening the classification management of private education and fully promoting the connotative development of private education, the increasingly serious problem of occupational burnout has become a hindrance to the positive development of private higher education, attracting widespread attention from the government and society. Occupational burnout not only has a negative impact on the personal physical and mental health and career development of teachers in private universities, but also has a negative impact on the improvement of the quality and sustainable development of private higher education. Standing at a new starting point of comprehensively deepening the reform of the education system and mechanism, accelerating the modernization of education, and running a satisfactory education for the people, effectively reducing the level of professional burnout among teachers in private universities and improving the quality of talent cultivation have important practical significance for the long-term development of private higher education in China.
This article, guided by the ecological theory of occupational burnout and the theory of institutional composition, constructs a conceptual framework of factors influencing occupational burnout among private university teachers, covering four individual factors and six environmental factors, as well as a regression hypothesis model with moderating and mediating effects, to explore the overall causes of occupational burnout among private university teachers, providing a theoretical basis and research perspective for subsequent quantitative and qualitative research.
This article provides an in-depth analysis of the research question through case study and mixed research methods. Firstly, this article selects a representative CS private university as the case study object, with its teachers as the research sample. In quantitative research, 440 valid samples were collected. In two qualitative studies, 10 private university teachers, 4 private university teachers, relevant colleagues, students, and functional department heads were selected as interview subjects, providing a reliable data source for subsequent quantitative and qualitative research; Secondly, this article conducts descriptive statistical analysis, independent sample t-test, one-way ANOVA, single sample U-test, and multiple sample H-test on questionnaire survey data to analyze the current situation of occupational burnout among teachers in private universities; Once again, this article explores the impact paths and sizes of individual and environmental factors on the occupational burnout of private university teachers by conducting mediation effect tests, moderation effect tests, and multiple regression analysis on questionnaire survey data; Finally, this article also explores the formation process of individual and environmental factors through qualitative research methods through the analysis of interview data and related institutional texts of full-time teachers, colleagues, students, and school administrators, in order to reveal the underlying reasons for the professional burnout of teachers in private universities.
The research results on the current situation of occupational burnout among teachers in private universities show that: firstly, from a single dimensional perspective, teachers in private universities have the highest level of emotional exhaustion and burnout, followed by low sense of achievement and low level of dehumanization; From a comprehensive perspective, the overall level of burnout among teachers in private universities is severe and has a wide impact; Secondly, the age of 40 is a watershed for professional burnout among teachers in private universities; Thirdly, after 5 years of employment, the professional burnout of teachers in private universities has entered an accelerated period; Fourthly, private university teachers with undergraduate degrees are all individuals who are prone to fatigue; Fifthly, senior professional titles are a major source of occupational burnout among teachers in private universities.
The research results on the influencing factors of occupational burnout among teachers in private universities show that: firstly, both individual and environmental factors that affect occupational burnout are in a non-benign state; Secondly, the individual factor that has the greatest impact on occupational burnout is the need for respect and recognition; Thirdly, the environmental factor that has the greatest impact on occupational burnout is job requirements; Fourthly, there is an interaction between individual factors and environmental factors, and the impact pathways on occupational burnout are diverse; Fifth, the overall impact of environmental factors on occupational burnout is greater than individual factors.
The research results on the underlying causes of occupational burnout among teachers in private universities show that: firstly, the lack of scientific management system is the institutional root of the formation of occupational burnout among teachers in private universities; Secondly, the lack of correct guidance in group consciousness and value beliefs is the non institutional root cause of occupational burnout among teachers in private universities; Thirdly, the inadequate mechanism for safeguarding social rights and interests is the root cause of the implementation mechanism that leads to the formation of professional burnout among teachers in private universities.
This article starts with improving the internal and external ecosystem of private universities, and proposes targeted strategies and suggestions around the key points of formal and informal institutional and implementation mechanism construction. Among them, suggestions for managers of private universities include: establishing scientific management concepts, implementing warm management methods, creating service-oriented organizational structures, constructing a scientific salary evaluation system, establishing a flexible teacher training system, and cultivating a positive organizational culture; The suggestions put forward to relevant government departments include: standardizing the government's management authority over universities, establishing correct professional values, promoting the construction of a "harmonious family culture" social atmosphere, and improving the supervision mechanism for the rights and interests of teachers in private universities.