高校外语教师的专业发展日益受到重视，社会心理因素是影响其专业发展的重要因素。本研究调查对象为高校英语教师，采用相关量表考察其自我概念、教学效能感、职业倦怠现状及其相互关系，结果表明：（1）英语教师自我概念、教学效能感水平较高，职业倦怠水平总体不很严重，但其核心成分情感衰竭维度水平较高；（2）英语教师自我概念、教学效能感均与职业倦怠呈显著负相关，其自我概念与教学效能感呈显著正相关；（3）自我概念是解释职业倦怠的重要变量，其教学满意度、师生关系、自我接纳、风险接受和主动性维度能够显著预测职业倦怠水平。

Theprofessional development of university foreign language teachers has received increasing attention and has become the key issue for foreign language teacher education. This study explores the current situation and the relationship between university English teachers’ self-concept, teaching efficacy and job burnout. The participants of the study were university English teachers, and three questionnaires were administered to measure their self-concept, teaching efficacy and job burnout. The results showed that, (1) university English teachers had a high level of self-concept and teaching efficacy, and their overall job burnout was not very serious but exhibited a comparatively higher level of emotional exhaustion; (2) there was a significantly negative correlation between university English teachers’ self-concept, teaching efficacy and job burnout, and a significantly positive correlation was observed between their self-concept and teaching efficacy; (3) self-concept was an important factor in explaining job burnout, and several dimensions of self-concept—job satisfaction, relationship with students, self-acceptance and taking risks and initiatives— were significant in explaining the variation in job burnout.