摘要目的:探讨职业应激及职业使命感与教师职业倦怠的相关性，分析职业使命感在职业应激与职业倦怠中的调节作用。方法:于2018年3~8月，采用便利随机抽样法，选取绍兴市、杭州市10所公办小学共435名教师作为研究对象。发放问卷435份，回收有效问卷399份，回收率91.72%。职业应激用澳大利亚学者Mc Cormick编制的教师压力来源问卷（Teacher Attribution of Responsibility for Stress Questionnaire，TARSQ）；职业使命感用Dobrow和Tosti-Kharas编制的职业使命感量表；职业倦怠用Kristensen等编制的哥本哈根职业倦怠量表（Copenhagen Burnout Inventory，CBI）中与工作相关的职业倦怠分量表来评估，用SPSS 20.0和AMOS 17.0软件进行统计分析。职业应激、职业使命感和职业倦怠间相关分析用Person相关分析；采用层次多元回归分析检验职业使命感在职业应激与职业倦怠间的调节作用。结果:职业应激总均分（3.59±0.85）分，职业使命感均分（3.15±0.69）分，职业倦怠均分（3.26±0.88）分；职业应激与职业倦怠呈明显正相关（ r=0.42， P<0.01），职业使命感与职业应激、职业倦怠呈明显负相关（ r=-0.30、-0.32， P<0.01）；职业使命感在职业应激与职业倦怠关系间起调节作用。 结论:职业使命感能缓解职业应激与职业倦怠。学校管理者应通过赋予教育工作更多价值以提升教师职业使命感，缓解教师的职业倦怠。

abstractsObjective:To discuss the relationships between occupational stress, career calling and occupational burnout among primary school teachers, and test whether career calling moderates the relationship between occupational stress and occupational burnout.Methods:399 teachers from public primary schools were recruited as participant. Their occupational stress and burnout, and career calling were assessed via online questionnaire in the period between March and August 2018. Hierarchical multiple regression was used to test the moderating role of career calling.Results:The score of occupational stress was (3.59±0.85) , the score of career calling was (3.15±0.69) and the score of occupational was (3.26±0.88) . Occupational stress was significantly and positively related to occupational burnout ( r=0.42, P<0.01) , while career calling was significantly and negatively related to occupational stress ( r=-0.30, P<0.01) and occupational burnout ( r=-0.32, P<0.01) . Career calling moderated the relationship between occupational stress and occupational burnout. Conclusion:Career calling as a personal resource buffers the positive relationship between occupational stress and occupational burnout. School leaders can promote teachers' career calling by endowing educational work with more meaning, which leading to lower level of occupational burnout.