随着信息时代的发展和基础教育改革的深化，当前中小学教师的知识与精神权威正受到前所未有的挑战，随着工作负担的有增无减，教师职业倦怠现象更加难以逆转。当前国家已决心从源头出发，为中小学教师减去不必要的工作负担，然而“减负”20条的落实涉及到根本上的教师管理制度，全面落实任重而道远。因此除了要直接从源头进行“减负”外，更要从提高教师组织支持感着手，探讨缓解职业倦怠的新招，这样才能真正做到对症下药、多管齐下，打出系统解决的“组合拳”。

本研究从组织视角出发选取组织支持感作为调节变量，探究其在教师工作负担对职业倦怠的影响过程中所起的调节作用。通过问卷调查法对北京、山东、河北、广东、重庆、四川等全国20个省市自治区共计1224位教师的调查数据资料进行收集，运用描述统计、T检验、方差分析、相关分析、回归分析和调节效应分析等技术探讨了当前中小学教师工作负担、职业倦怠和组织支持感的现状和特征，教师工作负担对职业倦怠的影响作用，以及组织支持感对教师工作负担与职业倦怠之间关系的调节作用。得出以下结论：

一是中小学教师工作负担和职业倦怠水平中等偏高，组织支持感水平不理想。

二是中小学教师工作负担、职业倦怠和组织支持感在部分个人背景变量上具有显著差异。

三是中小学教师工作负担对职业倦怠具有正向预测作用。相关分析证实工作负担与职业倦怠及其三个维度之间均呈现出显著正相关关系，回归分析结果表明，工作负担对职业倦怠及三个维度均有显著的正向预测作用，即当工作负担加重时，中小学教师的职业倦怠水平也会随之提高。

四是中小学教师组织支持感在工作负担和职业倦怠之间起到了负向调节作用。通过调节效应检验，得出组织支持感及其工作支持维度对工作负担和职业倦怠的关系具有负向调节作用。

基于组织支持感的调节作用，本研究形象地从教师组织支持感的“供给侧”、“接收端”和“售后服务”三个角度对如何通过提高教师组织支持感来调节工作负担和职业倦怠的关系，进而缓解职业倦怠，提出了一些对策建议。最后，对本研究存在的不足进行了反思，并对进一步的研究提出了展望。

With the development of information age and the deepening of basic education reform, the knowledge and spiritual authority of primary and secondary school teachers are facing unprecedented challenges. With the increasing workload, the phenomenon of teacher burnout is more difficult to reverse. At present, the state has determined to reduce the unnecessary work burden for primary and secondary school teachers from the source. However, the implementation of the 20 items of "reducing the burden" involves the fundamental teacher management system, and there is a long way to go to fully implement it. Therefore, in addition to reducing the burden directly from the source, we should start from improving the sense of organizational support of teachers, and explore new ways to alleviate job burnout, so that we can really do the right medicine, multi pronged, and play a systematic solution to the "combination fist".

From the perspective of organization, this study chooses organizational support as a moderating variable to explore its moderating role in the process of the influence of teachers' workload on job burnout. The data of 1224 teachers in 20 provinces and autonomous regions of China, such as Beijing, Shandong, Hebei, Guangdong, Chongqing and Sichuan, were collected by questionnaire survey. By using descriptive statistics, t-test, variance analysis, correlation analysis, regression analysis and regulatory analysis, the current workload, job burnout and organizational support of primary and secondary school teachers were discussed Current situation and characteristics, the influence of teachers' workload on job burnout, and the moderating effect of organizational support on the relationship between teachers' workload and job burnout. The following conclusions are drawn:

1. The level of workload and job burnout of primary and secondary school teachers is on the high side, and the level of organizational support is not ideal.

2. Primary and secondary school teachers' workload, job burnout and organizational support have significant differences in some personal background variables.

3. The workload of primary and secondary school teachers has a positive predictive effect on job burnout. Correlation analysis confirmed that there was a significant positive correlation between workload and job burnout and its three dimensions. Regression analysis showed that workload had a significant positive predictive effect on job burnout and its three dimensions, that is, when the workload increased, the level of job burnout of primary and secondary school teachers would also increase.

4. Primary and secondary school teachers' sense of organizational support plays a negative role in regulating work load and job burnout. Through the moderating effect test, it is concluded that the perceived dimensions of organizational support and job support have a negative moderating effect on the relationship between work load and job burnout.

Based on the moderating effect of organizational support, this study puts forward some countermeasures and suggestions on how to regulate the relationship between work load and job burnout by improving the sense of organizational support of teachers from three aspects of the sense of organizational support of teachers: "supply side", "receiving end" and "after-sales service". Finally, the shortcomings of this study are reflected and the future research is prospected.