职业倦怠近年来已成为心理学研究的热点。教师是职业倦怠的高发人群，中学女教师特有的性格特征、价值观以及社会对于女性的职业期待等使得中学女教师的职业倦怠成为一个值得关注的话题。本研究旨在了解广东省属下揭东县中学女教师职业倦怠现状及发展特点，探索造成中学女教师职业倦怠的原因，并根据实证研究的结果，从社会、组织和个人三个方面提出缓解中学女教师职业倦怠的措施。为达到上述目的，本研究采用前人翻译出来的Maslach职业倦怠问卷，并根据本地区的情况，对前人所制订的教师职业倦怠原因问卷稍作调整，编制出教师职业倦怠影响因素问卷，对386名揭东县中学女教师进行了调查研究。研究结果表明：一、中学女教师的职业倦怠水平不高，情绪衰竭、去人性化和低成就感三个维度的平均分均低于中间值3，未达到中度水平，其中低成就感维度的得分略高；在倦怠总分及三个维度各自的平均分方面，初中女教师得分分别高于高中女教师的得分以及总体女教师。二、教龄、是否担任班主任、是否获得奖励在教师职业倦怠的总分及三个维度上不存在显著差异。教龄16-20年是中学女教师职业倦怠最严重的阶段。三、婚姻状况、不同生育状况、不同月收入在低成就感维度上存在显著差异；不同受教育程度、不同学校类型在情绪衰竭维度上存在显著差异；不同任教年级在倦怠总分上存在显著的差异；不同任教学科在倦怠总分和去人性化维度上存在显著差异；不同职称在倦怠总分和情绪衰竭维度上存在显著差异。四、中学女教师职业倦怠受社会因素、学校因素、学生因素、职业因素、个人因素的综合影响，上述因素对中学女教师的职业倦怠影响程度不同。

Job burnout has been the focus of psychological research in recent years. It is common to teachers. Job burnout of women teachers, an important part of middle school teachers, should also draw people’s attention because of their distinct characteristics and values different from men and people’s general expectation in women’s career.The aim of this study is to find out the actuality and developmental characteristics of job burnout of middle school women teachers in Jiedong County in Guangdong Province and explore the causes. Based on the results of the study, some suggestions concerning society, schools and the teachers themselves are raised to help reduce job burnout of middle school women teachers. To achieve the aims above, an investigation is carried out among 386 middle school women teachers using the translated version of Maslach Burnout Inventory and a questionnaire revised according to the local situations. The results of the research are as follows.The middle school teachers' burnout is not serious on the whole with the average scores of emotional exhaustion, depersonalization and low efficacy under 3. The scores of the low efficacy is a little higher than the other two dimensionalities. Women teachers in junior middle schools get higher scores than senior school women teachers on the whole and in the three dimensionalities.The length of teaching time, whether she is the head teacher of the class and whether she has been awarded because of her achievement in work or not do not affect the general state of women teachers’ job burnout or the three dimensionalities. Women teachers who have been teaching for 16 to 20 years suffer most from teachers’ job burnout. Marital state, monthly income，educational backgrounds, types of school the teachers teach in, the title of professional post, subjects, whether she is teaching a graduating class and whether she has children or not exert significant influence on the general state of job burnout or one or more dimensionalities of it.The five factors including the society, the school, students, work and the teachers themselves have an intergrated influence on the job burnout of middle school women teachers, and the different factors influence job burnout to different degrees.