Teaching is a uniquely stressful profession. Though previous work has drawn attention to the high levels of burnout teachers report experiencing and its impact on students, comparatively less work has investigated what influences teachers' burnout itself. Guided by Lazarus' (1991) transactional model of stress and coping, the present study explored the links between the proximal resource of teachers' relationships with students and burnout. Specifically, we investigated the association between classroom aggregated teacher reports of relational closeness and conflict, and two components of burnout: personal accomplishment and emotional exhaustion. Results indicated that teachers who reported close relationships with their students also reported higher levels of personal accomplishment over the academic year, whereas more conflictual relationships were associated with increased emotional exhaustion. Implications for relational quality with students as a central influence on teachers’ wellbeing are discussed.

教学是一种独特的压力职业。尽管以前的工作已经引起人们对教师报告职业倦怠的高水平及其对学生的影响的关注，但是相对较少的工作调查了影响教师职业倦怠的因素。在拉撒路（1991）的压力和应对交易模型的指导下，本研究探讨了教师与学生关系的近端资源与职业倦怠之间的联系。具体来说，我们调查了课堂上有关亲密关系和冲突的教师综合报告与职业倦怠的两个组成部分之间的关​​联：个人修养和情绪疲惫。结果表明，与学生关系密切的老师在整个学年中也取得了较高的个人成就，而更多的冲突关系则与情绪疲惫有关。讨论了与学生的关系质量对教师福祉的重要影响。