中文摘要：随着教育改革的深入推进和素质教育理念的普及，小学教师的职业压力日益凸显，职业倦怠问题逐渐成为影响教师队伍稳定性和教学质量的重要因素本研究以小学教师职业倦怠为切入点，旨在深入探讨其成因并提出针对性的应对措施研究采用问卷调查法与访谈法相结合的方式，选取某地区300名小学教师作为研究对象，通过量表测评与深度访谈收集数据结果表明，小学教师职业倦怠主要源于工作负荷过重、社会支持不足、职业发展受限以及情感耗竭等多方面因素值得注意的是，不同性别、教龄和职称的教师在职业倦怠的表现上存在显著差异本研究创新性地构建了基于心理资本干预的应对模式，强调通过提升教师的自我效能感、希望水平和韧性来缓解职业倦怠此外，研究还提出了优化学校管理机制、加强社会支持系统建设以及开展心理健康教育等具体建议这些措施不仅有助于改善教师的心理健康状况，还能有效促进教师的专业成长和教育质量的整体提升总之，本研究为解决小学教师职业倦怠问题提供了理论依据和实践参考，具有重要的现实意义和应用价值
关键词：小学教师；职业倦怠；心理资本干预
Abstract：With the deepening of educational reform and the widespread promotion of quality-oriented education, the occupational stress faced by primary school teachers has become increasingly prominent, and teacher burnout has gradually emerged as a critical factor affecting the stability of the teaching workforce and the quality of education. This study focuses on primary school teacher burnout, aiming to explore its causes in depth and propose targeted coping strategies. By combining questionnaire surveys with interviews, this research selected 300 primary school teachers from a specific region as research participants, collecting data through scale assessments and in-depth interviews. The results indicate that teacher burnout primarily stems from multiple factors, including excessive workloads, insufficient social support, restricted professional development, and emotional exhaustion. Notably, there are significant differences in the manifestations of burnout among teachers of different genders, teaching seniorities, and job titles. Innovatively, this study constructs an intervention model based on psychological capital, emphasizing the alleviation of burnout through enhancing teachers' self-efficacy, hope levels, and resilience. Furthermore, the study proposes specific recommendations, such as optimizing school management mechanisms, strengthening social support systems, and implementing mental health education. These measures not only contribute to improving teachers' mental health but also effectively promote their professional growth and the overall enhancement of educational quality. In summary, this research provides theoretical foundations and practical references for addressing the issue of primary school teacher burnout, demonstrating significant practical implications and application value.
Key words：Elementary School Teacher; Occupational Burnout; Psychological Capital Intervention
关键词：小学教师；职业倦怠；心理资本干预
Abstract：With the deepening of educational reform and the widespread promotion of quality-oriented education, the occupational stress faced by primary school teachers has become increasingly prominent, and teacher burnout has gradually emerged as a critical factor affecting the stability of the teaching workforce and the quality of education. This study focuses on primary school teacher burnout, aiming to explore its causes in depth and propose targeted coping strategies. By combining questionnaire surveys with interviews, this research selected 300 primary school teachers from a specific region as research participants, collecting data through scale assessments and in-depth interviews. The results indicate that teacher burnout primarily stems from multiple factors, including excessive workloads, insufficient social support, restricted professional development, and emotional exhaustion. Notably, there are significant differences in the manifestations of burnout among teachers of different genders, teaching seniorities, and job titles. Innovatively, this study constructs an intervention model based on psychological capital, emphasizing the alleviation of burnout through enhancing teachers' self-efficacy, hope levels, and resilience. Furthermore, the study proposes specific recommendations, such as optimizing school management mechanisms, strengthening social support systems, and implementing mental health education. These measures not only contribute to improving teachers' mental health but also effectively promote their professional growth and the overall enhancement of educational quality. In summary, this research provides theoretical foundations and practical references for addressing the issue of primary school teacher burnout, demonstrating significant practical implications and application value.
Key words：Elementary School Teacher; Occupational Burnout; Psychological Capital Intervention
