本研究目的主要是瞭解大專院校輔導教師專業發展程度及專業心理需求滿意度與工作倦怠之關係，並找出預測工作倦怠的預測因子及建構結構方程式。本研究對象為臺灣大專院校的輔心教師，使用「諮商員專業發展評量表」、「專業心理需求量表」及「工作怠量表」為研究工具，經叢抽樣的方式共寄出429位，郵寄回收83份，有校樣本為73份。研究資料採用SPSS12.0建檔及分析，資料分析使用淨相關、雙因子變異數分析、逐步迴歸分析法及結構方程式。研究結果顯示：年齡、專業發展程度越高及專業心理需求滿意度越高者，其工作倦怠感越輕微。在預測「工作倦怠」、「工作情緒」、「工作價值」、「工作表現」、「工作投入」，解釋量可達44.3%、29.6%、30.4%、30.8%、44.7%的變異量，其預測因子為：「專業發展程度」、「動機」、「自我覺察」、「依賴－獨立」、「專業心理需求之滿意度」、「加強計畫與發展需求之滿意度」、「行政處理與協調能力需求之滿意度」、「被督導時數是否有100小時以上」及「目前是曾擔任督導者」等九項因子，但所建立之研考模式適配度不足。建議對大專輔心教師建立輔導知能訓練及諮商督導的制度，應可促進專業發展、增加專業心理需求的滿意度，而使工作倦怠程度下降。未來研究應擴大樣本，研究變數可探討有無兼行政職、有無心理師證照，或是輔導老師對於商輔導的信念對工作倦怠的影響。

The purpose of this study was to understand the relationship of fundamental data, the degree of professional development and the degree of satisfaction in profession-mental needs and work burnout, and tried to predict factors and structural equation modeling of work burnout of the college guidance-teachers. Subjects were the college guidance-teachers from Taiwan. The instruments included “Counselor’s Professional Development Questionnaire“, ”Professional Mental Need Questionnaire” and “Work burnout Questionnaire”. 429 cluster samples were sent out by mailing; 83 returned and 73 valid questionnaires were collected. Data was set by SPSS 12.0 and analyzed by using description statistical methods, particle correlation, two ways ANOVA, stepwise regression analysis and structural equation model. Results showed that age, the degree of professional development and the degree of satisfaction in profession-mental needs had a negative influence on work burnout. In predicting for work burnout, work emotion, work value, work performance and work involvement, the interpreted amounts of variance were 44.3%, 29.6%, 34.0%, 30.8% and 44.7%. the prediction factors were the degree of professional work development, motivation, self-awareness, dependence-independence, satisfaction in profession-mental needs, satisfaction of improving plan and developmental needs, satisfaction of the ability in administration and coordinate needs, whether the hours of supervision were more than 100 hours and whether there subject was a supervisor. The goodness-of-fit of established research model was insufficient. We suggested that the system of guidance-knowledges training and counseling supervision could increase the degree of professional development, the degree of satisfaction in profession-mental needs, and then the work burnout of college guidance-teachers could be decreased. The future researches could raise the numbers of sample and inquire the effects of the part-time administration, counselor licenses or counseling beliefs to the work burnout.