本研究立足于提升我国高校教师心理健康水平，探究我国高校教师的职业倦怠现状和影响因素。通过职业倦怠理论及其相关理论，对河北省10所高校，470名高校教师进行量表施测调查，初步考察了我国高校教师工作压力、职业价值观和职业倦怠的现状，探讨了人口统计学变量对高校教师职业倦怠的影响，并在此基础上进一步分析揭示了高校教师工作压力、职业价值观各维度对职业倦怠各维度的相关性。本研究采用李虹编制的《大学教师工作压力量表》、林邦杰编制的《教师职业价值观问卷》和李超平、时勘修订的《职业倦怠量表》(MBI-GS)进行调查，所得数据以描述统计、相关与结构方程模型等程序处理后，得到主要结论如下：1.高校教师总体职业倦怠水平不高，其中，情绪衰竭表现比较突出，低成就感程度相对较高，而去个性化表现得不明显。工作负荷、工作保障与工作乐趣这3个因素是高校教师感受到的较大的工作压力源。高校教师对8个职业价值取向的重要性排序为成就感、安全感、人际关系、独立性、利他、智性成长、名利、管理。2.不同婚姻状况、学历层次和月收入情况的高校教师在职业倦怠的情绪衰竭维度存在显著差异；不同学历层次的高校教师在低成就感纬度也存在显著差异。3.高校教师的工作压力与职业倦怠之间存在着显著的正相关。工作压力的工作保障、教学保障、人际关系、工作负荷和工作乐趣5个维度分别与总的职业倦怠及其情绪衰竭和去人性化两个维度之间存在显著的正相关；工作压力的人际关系维度与总的职业倦怠和低成就感维度存在显著的正相关。高校教师的职业价值观与职业倦怠程度总体上呈显著负相关。职业价值观的管理、人际关系、智性成长、利他和成就感5个维度与职业倦怠呈显著负相关；职业价值观的名利和安全感两个维度与情绪衰竭呈显著正相关；职业价值观及其人际关系、智性成长、利他和成就感4个维度与去人性化呈显著负相关，职业价值观及其八个维度均与低成就感呈显著负相关。4.职业价值观的内在价值纬度和外在价值纬度分别对其职业倦怠有负向预测作用。工作压力对职业倦怠有正向预测作用。高校教师的职业价值观对工作压力与职业倦怠关系的调节作用不显著。

Aiming at enhancing university teachers' mental health level, this study explores the reality of Job Burnout of College Teachers in China and its influencing factors. Guided by the theory of Job Burnout and other related theories, the researcher preliminarily investigates the status quo about job stress, vocational value and job burnout, by means of Scale Surveying Investigation, of the 470 college teachers in the ten key universities of Hebei province. This thesis discusses the demographic variables of University Teachers' job burnout, and based on that, a further analysis reveals the correlation between the job stress and occupational value of university teachers and that between the dimensions of vocational value of and the dimensions of burnout. In this study, the University Teachers ' Job Stress Scale prepared by Li Hong, Teachers' Vocation Value Questionnaire prepared by Linbang Jie, and Job Burnout Inventory (MBI-GS) revised by Li Chaoping and Shi Kan were used in the investigation. The data obtained has been processed by the programs of describe statistics, correlation and regression statistical and the main conclusions are as follows: 1. The overall level of job burnout of university teachers is not high. The emotional exhaustion is prominent, the degree of the sense of low accomplishment is relatively high, while the depersonalization is not significant. The three factors, workload, job security and enjoyment of work, are the source that cause the university teachers feel big pressure. For the eight vocational value orientations, the university teachers put them in the order of importance as following: the sense of accomplishment, the sense of security, relationships, independence, altruism, intellectual growth, fame and wealth, management. 2. There are significant differences in the emotional exhaustion dimension of job burnout between different marital status, different education level and different monthly income of university teachers; there are also significant differences in the dimension of the sense of low accomplishment between different academic levels of university teachers. 3. There is a significant positive correlation between job stress and job burnout of university teachers. There is significant positive correlation between the five dimensions of job stress --- job security, teaching security, relationships, workload and work fun ---and the total job burnout, as well as that between the five dimensions of job stress and the two diemensions of job burnout, the dimension of emotional exhaustion and depersonalization. There is a significant positive correlation between the relationship dimension of job stress and the overall job burnout and the dimension of low accomplishment sense of it. There is a significant negative correlation between the university teachers' vocational value and the overall degree of job burnout. There is a significant negative correlation between the five dimensions of vocational value, management, interpersonal relationship, intellectual growth, altruism and a sense of accomplishment and burnout; while the two dimensions of vocational value, fame and a sense of security is significantly and positively correlated to emotional exhaustion; vocational value and its four dimensions, intellectual growth, altruism, the sense of accomplishment and depersonalization are correlated significantly and negatively. There are significant negative correlations between vocational value and all its eight dimensions and the sense of low accomplishment.4. The intrinsic value and extrinsic value of University Teachers' vocation value works on the negative prediction of job burnout, while job stress works on the positive prediction of job burnout. There is no significant regulation function found for the vocational value of university teachers on the relationship between job stress and job burnout.