To explore the influence of psychological resilience on the job burnout of secondary vocational schoolteachers. Taking the in-service teachers in secondary vocational schools as the investigation and research objects, this paper adopts the scale of resilience, perceived social support and job burnout to investigate and study, and uses SPSS25.0 system software to test the relationship among the three variables. The research shows that: (1) There are significant differences between male and female teachers in secondary vocational schools in psychological resilience and understanding social support (P <0.001). There are significant differences in secondary vocational schoolteachers’ resilience and understanding of social support in different teaching years (P <0.001). There are significant differences in job burnout in teaching grades (P <0.01). (2) There is an extremely significant positive correlation between resilience and perceived social support (P <0.001). Understanding social support has a partial mediating effect on the relationship between resilience and job burnout, resilience has a direct impact on job burnout (P <0.001), and social support has an indirect impact on job burnout (P <0.01). Psychological resilience of psychological teachers in secondary vocational schools is positively correlated with perceived social support, and negatively correlated with job burnout. Perceived social support has some mediating effects between psychological resilience and job burnout.
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Long, F., Pu, J. (2025) The Relationship between Resilience, Perceived Social Support and Job Burnout of Secondary Vocational Schoolteachers Investigation and Research. Global Education Bulletin, 2(4), 1-8.