在我国教育改革的大环境下，伴随着职业倦怠等职业问题的凸显，教师发展面临种种新机遇和挑战，提高教师工作满意度势在必行。而组织支持能够为教师创造合适的工作环境，提供有效援助。

本文以宁夏回族自治区部分地区中小学教师为研究对象，根据代表性原则、经济性原则、可操作性原则，采用了多阶段概率与规模成比例(PPS)的抽样方法对调研对象进行抽样设计，通过问卷收集到共2721名教师的个人有关信息以及组织支持、工作满意度和职业倦怠、职业承诺的现状水平，分析影响变量的因素和变量间的关系，验证职业倦怠和职业承诺在组织支持影响工作满意度过程中的中介作用。通过对改编后的成熟量表运用AMOS软件进行探索性因子分析和验证性因子分析，得到各研究变量的子维度，有关信度和效度检验均通过。研究发现：教师工作满意度水平较高，组织支持与职业承诺水平中等偏上，职业倦怠水平中等；且各变量水平在学段、性别、年龄、教龄、学历、职称、是否编制、每周工作时间在不同维度上存在显著差异，在教师民族、学校所在城镇/乡村无显著差异。组织支持对职业承诺水平和工作满意度水平有正向显著影响，对职业倦怠有负向显著影响。职业承诺对工作满意度有正向显著影响，职业倦怠对工作满意度有负向显著影响。职业承诺和职业倦怠在组织支持对工作满意度的影响过程中发挥中介作用；具体而言，教师组织支持既可以直接增强工作满意度，也可以通过缓解职业倦怠作用于工作满意度，组织支持主要通过减缓教师的情绪衰竭，提供积极向上的正向情绪。组织支持水平提高能够提高教师的职业承诺水平，也增加了教师对工作的满意程度。组织支持主要通过影响教师情感承诺提高工作满意度，组织支持对持续承诺的影响不显著。

结合上述研究结论，针对不同主体提出有关建议：国家有关教育行政部门需要主导方向，合理出台政策，统筹兼顾；有关学校组织要注重科学管理，提高对教师的人文关怀；教师个体要注意自我调节，主动发展，以期推动我国西部地区小初教师队伍建设，推进教育事业发展。

In the context of our country’ s education reform, teachers' development is facing various new opportunities and challenges with the emergence of occupational problems, like job burnout. So it is imperative to improve teachers' job satisfaction. And it is organizational support that can create a suitable work environment for teachers and provide substantial assistance.

In this research, we send questionnaires to primary school and middle school teachers in some areas of Ningxia Hui Autonomous Region and we use probabilities proportional to size (PPS) method to design the sampling of the survey subjects according to the principles of representativeness, economy, and operability. Finally we collect 2,721 teachers’ answers, getting their personal information and the current levels of their organizational support, job satisfaction, job burnout, and career commitment. Then we try to find the relationship between variables by analyzing the factors and then verify the mediating role of burnout and career commitment in the process of organizational support affecting job satisfaction. Through exploratory factor analysis and confirmatory factor analysis on the adapted mature scale by using AMOS, the sub-dimensions of each research variable were obtained, and the relevant reliability and validity tests have passed. The research found that teachers have a high level of job satisfaction, a medium-to-high level of organizational support and career commitment, and a medium level of job burnout. There are significant differences in the levels of each variable in the different dimensions of school stage, gender, age, teaching experience, academic degree, professional title, and weekly working hours, but there are no significant differences in the ethnicity of teachers and the town/village where the school is located. Organizational support has a positive and significant impact on career commitment and job satisfaction, but a negative and significant impact on job burnout. Career commitment has a positive and significant impact on job satisfaction, but job burnout has a negative and significant impact on job satisfaction. Professional commitment and job burnout play mediating roles in the process of the impact of organizational support on job satisfaction. Specifically, teachers’ organizational support can not only directly enhance job satisfaction, but also alleviate job burnout which helps improve job satisfaction. Organizational support mainly provides positive emotions by slowing down the emotional exhaustion of teachers. An increase in the level of organizational support can improve teachers' professional commitment and job satisfaction. Organizational support improves job satisfaction mainly by affecting teachers' emotional commitment, and organizational support has no significant effect on continuous commitment.

Based on the above research conclusions, our suggestions are following: the relevant national education administrative departments need to lead the direction, reasonably introduce policies and make overall plans; for relevant school organizations, they should attach great importance to scientific management and improve humanistic care for teachers; for individual teachers, it’s better to pay attention to self-regulation. We hope that those measures will be effective in promoting the construction of primary and middle school teachers and boosting the education development in the western region of my country.