目的了解中学教师职业倦怠现状,探讨职业倦怠与生存质量和自我和谐的关系,为教师队伍的管理与建设提供依据。方法采用职业倦怠问卷、生存质量问卷和自我和谐量表,对江西省宜春市275名教师进行了问卷调查。结果①54.6%的教师存在职业倦怠;情绪衰竭、去个性化、低成就感、职业倦怠得分分别为(2.67±0.80)、(2.39±0.75)、(2.55±0.72)、(2.56±0.55),表明调查对象职业倦怠现象较普遍但不严重;②职业倦怠及各因子与生存质量各因子呈显著负相关(P<0.01);情绪衰竭、去个性化、职业倦怠与自我与经验不和谐、自我刻板性呈显著正相关(P<0.01),与自我灵活性呈显著负相关(P<0.01);低成就感与自我灵活性呈显著负相关(P<0.01);③回归分析显示心理领域、社会关系领域、生理领域、自我与经验不和谐、自我灵活性、职称、学历进入回归方程,分别对职业倦怠及其多个因子具有预测作用。结论中学教师的生存质量、自我和谐与职业倦怠存在显著的相关关系,不同的生存质量、自我和谐因子对职业倦怠具有不同的预测作用。 Objective To understand the current situation of occupational burnout among middle school teachers and to explore the relationship between job burnout and quality of life and self consistency and harmony so as to provide the basis for the management and construction of teachers. Methods Questionnaire of occupational burnout, quality of life questionnaire and self - consistency scale were used to survey 275 teachers in Yichun City of Jiangxi Province. Results (1) 54.6% of teachers had job burnout, emotional exhaustion, personalization and low accomplishment, and the scores of job burnout were (2.67 ± 0.80), (2.39 ± 0.75), (2.55 ± 0.72) and (2.56 ± 0.55) (P <0.01); emotional exhaustion, depersonalization, job burnout and disharmony between self and experience, the relationship between job burnout and quality of life was negatively correlated (P <0.01) (P <0.01), but negatively correlated with self-flexibility (P <0.01). There was a significant negative correlation between low-sense of accomplishment and self-flexibility (P <0.01). ③Regression analysis showed that the psychological field , Social relations field, physiological field, self-experience and disharmony, self-flexibility, professional title, and academic qualifications entered the regression equation, which predicted job burnout and multiple factors respectively. Conclusion There is a significant correlation between quality of life, self consistency and job burnout among middle school teachers. Different quality of life and self - consistency factors have different predicting effects on job burnout.