Abstract
The psychological capital scale, job satisfaction questionnaire and job burnout scale were used to test middle school teachers. The results showed that teachers of different teaching ages had significant differences in scores on various dimensions of job burnout. Psychological capital and job satisfaction are significantly negatively correlated with teacher burnout and have a significant predictive effect on teacher burnout. Job satisfaction plays a part of the mediating role between psychological capital and teacher burnout. Therefore, improving teachers’ psychological capital level and job satisfaction can reduce teachers’ job burnout, improve teachers’ mental health, and improve teaching quality.
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