本研究旨在探討教師人格特質與職業倦怠之關係，以及教師知覺師生關係能否扮演教師人格特質與職業倦怠的中介角色，本研究採問卷調查法，以360位國小、國中、高中職的教師為對象，資料分析採皮爾森積差相關分析、多元迴歸分析和結構方程模式進行分析。本研究發現為：1.教師人格特質對教師知覺師生關係有正向的影響；2.教師人格特質對職業倦怠有負向的影響；3.教師知覺師生關係對職業倦怠有負向的影響；4.教師人格特質會透過教師知覺師生關係的中介作用，進而負向影響職業倦怠。因此，本研究對職業倦怠的預防及減緩提供一個新方向，相關教育單位也應思考如何維持或強化師生關係，以降低現職教師的職業倦怠問題。

The purpose of this study was to examine the relationship between teacher’s personality traits with job burnout, and whether teachers’ perceived student relationship could play an intermediary role in measuring teacher’s personality traits and job burnout, this study adopted a questionnaire survey, taking-collected empirical data from 360 elementary schools, junior high schools and senior high schools teachers. Data was analyzed by Pearson product-moment correlation, multiple regression analysis, and structural equation model (SEM). The main findings of this study included as followed: 1.) Teacher’s personality traits has a positive impact on teachers’ perceived student relationship; 2.) Teacher’s personality traits has a negative impact on job burnout; 3.) Teachers’ perceived student relationship has a negative impact on job burnout; 4.) Teacher’s personality traits will negative influence the job burnout through the intermediary role that is affected as a result of being subject to teachers’ perceived student relationship. Therefore, this study provided a new direction for prevention and mitigation of burnout. The related personnel of education should consider how to maintain or enhance teacher-student relationships to reduce the problem of teachers’ job burnout should be considered by related personnel of education.