Abstract: Although amounts of theories have been raised to explain the mechanism of job burnout, they all elaborated it from the view of mental contents. Fewer researches illustrated it from a holistic perspective, but the theory of personality systems interactions combined all the mental contents as a whole. Based on an investigation of 322 rural teachers in elementary and secondary schools, this study firstly investigated the risk factors for teachers' job burnout, such as demographic variables, perception of external stress variables and personality variables by adopting logistic regression methods, and then explored the reciprocal relationships among job stress, job burnout, action control, and action control strategies with the theory of personality system interaction by using SEM. The results are as follows: logistic regression analysis showed that 12 factors were closely related to teachers' job burnout, such as technical secondary education, senior teachers, higher job stress, lower action control strategies as well as state-orientation. Moreover, compared with state-oriented teachers, action-oriented teachers suffered less job stress and job burnout, and they were more inclined to use action control strategies actively. In addition, action control and action control strategies had strong impacts on job stress and job burnout directly. And they also had intermediated effects between job stress and job burnout. The total effect was 72%. In conclusion, it could be demonstrated that if the medicates are effective, action control and control strategies are beneficial for diminishing elementary and secondary school teachers' job burnout caused by job stress. Compared with traditional single skill training, planning and constructing a special targeted training with PSI could eliminate teachers' exhausted symptom well.

Key words: logistic regression analysis, action control, PSI, job stress, job burnout