目的了解高职教师职业倦怠与社会支持现状,分析职业倦怠与社会支持的关系。方法采用分层随机抽样方法抽取宝鸡市某高职院校教师作为调查对象,采用职业倦怠普适量表(MBI-GS)、社会支持评定量表(SSRS)和自行设计的一般人口学问卷进行调查,采用描述流行病学方法对调查结果进行分析。结果共调查118名教师,其情绪衰竭、玩世不恭和成就感低落3个维度的平均得分分别为(3.44±0.90)、(3.02±0.98)和(3.24±0.79)分,3个维度中度及以上职业怠倦检出率分别为50.85%、32.20%和29.66%。男教师在情绪衰竭方面得分高于女教师(P<0.01);各年龄组在情绪衰竭和玩世不恭方面得分差异均有统计学意义(均P<0.01);从事医学类教学的教师在情绪衰竭和玩世不恭方面得分均高于非医学类(P<0.01),在成就感低落方面得分则低于非医学类(P<0.01);不同职称、不同工作年限和年均课时量者3个维度差异均有统计学意义(P<0.05或P<0.01)。年龄≥50岁、高级职称、工龄≥20年的教师获得的社会支持高于其他相应各组(P<0.05或P<0.01)。高职教师职业倦怠与其获得的社会支持呈负相关(r=-0.348~-0.298,P<0.01)。结论宝鸡市高职教师职业倦怠较为严重,该群体获得的社会支持较低,需加强健康教育,采取措施积极全方位提升高职教师的社会支持度。 Objective To understand the status of occupational burnout and social support for vocational teachers and to analyze the relationship between job burnout and social support. Methods A stratified random sampling method was used to select teachers from a vocational college in Baoji City. The MBI-GS, SSRS and self-designed general demographic questionnaire were used to investigate The descriptive epidemiological method was used to analyze the survey results. Results A total of 118 teachers were surveyed and their mean scores of emotional exhaustion, cynicism and sense of accomplishment were (3.44 ± 0.90), (3.02 ± 0.98) and (3.24 ± 0.79), respectively. The three dimensions were moderate and above Job burnout detection rates were 50.85%, 32.20% and 29.66% respectively. Male teachers scored higher in emotional exhaustion than female teachers (P <0.01); scores of emotional exhaustion and cynicism in all age groups were significantly different (all P <0.01); teachers engaged in medical teaching were less likely to experience emotional exhaustion and Cynical aspects were higher than non-medical scores (P <0.01), lower scores in the sense of accomplishment than non-medical classes (P <0.01); different titles, different years of work and average annual amount of time were 3 dimensions difference There was statistical significance (P <0.05 or P <0.01). Teachers who were over 50 years of age, senior titles, and those who were more than 20 years old had higher social support than other corresponding groups (P <0.05 or P <0.01). Job burnout of higher vocational teachers was negatively correlated with their social support (r = -0.348 ~ -0.298, P <0.01). Conclusion Occupational burnout is more serious in higher vocational schools in Baoji City. The social support received by these groups is low. Health education should be strengthened and measures should be taken to improve the social support of vocational teachers in an all-round way.