| Job burnout is a kind of psychological integrated symptoms, and is defined by the three dimensions of emotional exhaustion,lower efficacy and depersonalization, produced by prolonged response to chronic continuing pressures on the job. Emotional exhaustion is the core content of job burnout, means ones emotional resources consumed excessively, fatigued extremely, vigor forfeited. Lower efficacy means ones competency sense and work achievement descended. Depersonalization means a negative,cool excessively distant attitude to serving object. Teaching profession is one of the largest and most visible professions in society and recognition of the extreme demands and pressures which teachers often confront. Teacher's burnout influence the quality of self work, student's growing, even whole society. Teacher's burnout has been regarded as one of the core social problems.This study examined the burnout and social factors relating to levels of job burnout in a sample of 420 rural middle school teachers in Yu dong area, in order to give scientific bases to the work of preventing and releasing the job burnout of rural middle school teachers, then table several proposals. The inventories used in this research include MBI-General Survey Scale, Rural middle school teacher job burnout social influencing factors inventory.There are five parts in this thesis. The first part elucidates the reason why selecting this subject, analyzes the status of this field and introduces the methods used in this research; the second part investigates the job burnout status of rural middle school; the third part analyzes the possible reasons lead to these status from seven social perspectives, they are school organizational management, social support, salary and welfare , relationship , teachers reputation,examinations pressure,occupational development; and on the basis, the fourth part makes some considerations and provides some suggestions to prevent and ameliorate job burnout of rural middle school teachers; the five part is a sum to the constraints of this research, and to an outlook of job burnout research for the future as well, and at last draws a conclusion:1,Rural middle schools have high degree of emotional exhaustion, middle degree of depersonalization, and high degree of personal accomplishment. This indicates that the whole job burnout state of rural middle school teachers is not very serious. Along with the increase of professional age, teachers get more and more emotional exhaustion and depersonalization; and along with the increase of age and professional age, they get more personal accomplishment. Genders difference is distinct at the factor of emotional exhaustion and depersonalization, the emotional exhaustion and depersonalization of men is distinct higher than women. Job burnout of rural middle school teachers with occupational age of less than 5 years,10-20 years, and more than 30 years is more serious than the teachers with the other occupational age.2,The main social factors that influence the job burnout of rural middle school teachers are: Salary and welfare, Teachers reputation,Occupational development,School management,Relationship among people; on the other hand, the main social factors that influence the emotional exhaustion are: Salary and welfare,Teachers reputation,Occupational development,School management,Relationship among people,and Social support. Social support plays an especial role on the emotional exhaustion. It seems that examinations pressure is not the main social factors that influence the job burnout of rural middle school teachers. Finally, Three key social factors that influence the job burnout of rural middle school teachers are: Salary and welfare,School management,Relationship among people; The interactive effect between social support and relationship influences teachers' emotional exhaustion; The interactive effect between school management and salary welfare influences teachers' depersonalization.
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