本研究对来自11所不同地区的班主任教师进行分析，了解目前班主任教师心理授权、工作动机与职业倦怠的现状与人口统计学特点，分析产生这些现状的潜在原因，考察以上三个变量及其子维度之间的相关关系；考察班主任教师心理授权是否对工作动机与职业倦怠具有显著预测作用；考察班主任教师工作动机是否对职业倦怠具有显著预测作用；基于三个变量的关系建构一个综合关系模型，为班主任教师专业发展提供理论与实践上的参考与指导。在此过程中，共获得有效问卷702份。在统计学方法的指导下进行检验分析，得出以下结论： 1. 班主任教师感受到的心理授权整体状况良好。其部分子维度在年龄、教龄、学历、职称、所处学段、学校地理位置、担任班主任年限上存在着统计学上的显著差异，10年教龄是一个分水岭：教龄满10年，心理授权各维度均分呈现下降，之后逐渐升高；小学班主任及城区班主任在心理授权的大部分维度上均分较高；随着担任班主任年限的增加，心理授权状况趋于改善。 2. 班主任教师工作动机中内部动机均分最高。在年龄、教龄、学历、职称、所处学段、学校地理位置、担任班主任年限上存在着统计学上的显著差异；30岁以后的班主任教师在内部动机的平均分有明显下降；11-15年教龄的班主任无论在内部动机或是外部动机的平均分均最低，教龄满10年后在内部动机上呈现明显下降；并非是学历越高的教师，工作动机就越强；小学班主任在内部动机水平显著高于初中；乡镇班主任教师的无动机水平最低，内部动机水平最高；担任班主任不足3年的教师无动机水平最高，10年以上最低。 3. 班主任教师职业倦怠中，情绪衰竭尤其突出。在年龄上、教龄、学历、职称、学段、学校地理位置、担任班主任年限上存在着统计学上的显著差异；整体来看，情绪衰竭均分最高；11-15年教龄的班主任教师在情绪衰竭、非人格化的均分最高，5年以下的则在低个人成就感和认知枯竭的得分最高；高学历班主任教师的职业倦怠各子维度均分最高；初中阶段班主任教师在职业倦怠各子维度均分最高；郊区及乡镇班主任教师相较于城区教师职业倦怠得分更高，同时担任班主任年限10年仍然是职业倦怠的一个分水岭。 4. 班主任教师心理授权与工作动机之间呈现出显著正相关，且班主任教师心理授权部分维度对班主任教师工作动机各个子维度具有显著的正向预测作用。 5. 班主任教师工作动机中无动机与外部动机与职业倦怠显著正相关，内部动机与职业倦怠显著负相关，且班主任教师工作动机中无动机和外部动机对班主任职业倦怠及其子维度具有显著的正向预测作用，而内部动机对班主任职业倦怠及其子维度具有显著的负向预测作用。 6. 班主任教师心理授权中的子维度“影响”与职业倦怠子维度“情绪衰竭”显著正相关，其余大部分子维度都与职业倦怠显著负相关。 7. 班主任教师工作动机在班主任教师心理授权和职业倦怠之间发挥着中介作用。班主任教师心理授权通过无动机、内部动机、外部动机均对职业倦怠产生间接预测作用。

This study analyzes the class advisors from 11 different regions to understand the current status and demographic characteristics of the teacher's psychological empowerment, work motivation and job burnout, and analyze the potential causes of these status quo; examine the above three variables and their correlation between all sub-dimensions; whether the psychological empowerment of class advisor has a significant predictive effect on work motivation and job burnout; whether the work motivation of class advisor has a significant predictive effect on job burnout; constructing a comprehensive relationship model based on the relationship of three variables. Provide theoretical and practical reference and guidance for the professional development of the class advisor. In the process, a total of 702 valid questionnaires were obtained. The test analysis was carried out under the guidance of statistical methods, and the following conclusions were drawn: 1. The overall psychological status of the class advisor is good. There are statistically significant differences in some sub-dimensions in terms of age, teaching age, education, professional title, school segment, school location, and class advisor's years. The 10-year teaching age is a watershed: 10 years of teaching, the sub-division of each level of psychological empowerment declines, and then gradually increases; The class advisor in primary school and urban area has higher score in most aspects of psychological empowerment; as the number of years as class advisor increases, the psychological empowerment situation tends to improve. 2. The intrinsic motivation is the highest among the class advisor's work motivation. There are statistically significant differences in age, teaching age, education, professional title, school segment, school location, and class advisor’s years. After the age of 30, the average score of intrinsic motivation decreased significantly; 11-15 teaching age had the lowest average score of intrinsic motivation or extrinsic motivation, and a significant decline in intrinsic motivation was showed after 10 years of teaching; It is not the teacher with higher education, the stronger the motivation of work; the level of intrinsic motivation of primary school advisor is significantly higher than that of junior school; the level of amotivation of advisor in town area is the lowest, and the level of intrinsic motivation is the highest; the teacher with less than 3 years as the class advisor has the highest level of amotivation, the lowest in 10 years. 3. In the job burnout of class advisor, emotional exhaustion is particularly prominent. There are statistically significant differences in age, teaching age, education, professional title, school segment, school location, and the length of the class advisor. On the whole, the emotional exhaustion is the highest; the class advisor in 11-15 years of age has the highest score in emotional exhaustion and depersonalization, and the lowest score in lacking of personal accomplishment and cognitive exhaustion is the group who as class advisor under 5 years; the highly educated class advisor has the highest score in job burnout and its each sub-dimension; the junior school class advisor has the highest score in the sub-dimensions of the burnout; the class advisor in suburban and town has higher score of job burnout than urban advisor, and ten years as class advisor is still a watershed of burnout. 4. There is a significant positive correlation between the psychological empowerment and work motivation, and some dimensions of the psychological empowerment have a significant positive predictive effect on the sub-dimension of work motivation. 5. There is a significant positive correlation between amotivation and extrinsic motivation and job burnout. Intrinsic motivation is significantly negatively correlated with job burnout, and amotivation and extrinsic motivation have a significant positive predictive effect on job burnout and its sub-dimension, while intrinsic motivation has a significant negative predictive effect on job burnout and its sub-dimensions. 6. The sub-dimensional “impact” in the psychological empowerment is significantly positively correlated with the “emotional exhaustion” in the job burnout, and most of the other sub-dimensions are significantly negatively correlated with job burnout. 7. The work motivation plays a mediating role between the class advisor's psychological empowerment and job burnout. The psychological empowerment has an indirect predictive effect on burnout through amotivation, intrinsic motivation and extrinsic motivation.