Abstract: ObjectiveTo understand the current situation of job burnout and social support of higher vocational teachers and analyze the relationship between the job burnout and social support.MethodsTeachers were selected from a vocational college in Baoji City for the survey by using stratified random sampling method. The Maslach Burnout Inventory (MBI-GS), social support rating scale (SSRS), and self-designed general population questionnaire were used for investigation. The data were analyzed by descriptive epidemiological method.ResultsA total of 118 teachers were surveyed and their average scores of the three dimensions of emotional exhaustion, cynicism, and low sense of achievement were （3.44±0.90）,（3.02±0.98), and（3.24±0.79), respectively. The positive rates of job burnout in three dimensions were 50.85%, 32.20%, and 29.66%, respectively. The score of emotional exhaustion in male teachers was higher than that in female ones（P＜0.01）；the average scores of emotional exhaustion and cynicism in different age groups were statistically significant (both P＜0.01）. Compared with teachers engaged in non-medical teaching, teachers engaged in medical teaching had higher scores in emotional exhaustion and cynicism (both P＜0.01）, but lower score of low sense of achievement（P＜0.01）；different job titles, different working years and average teaching hours per year were all statistically significant（P＜0.05 or P＜0.01）. Teachers aged 50 years and over, with higher job titles, and having over 20-year working experience had more social supports than other corresponding groups（P＜0.05 or P＜0.01）. Teachers' job burnout and their social support were negatively correlated (r =-0.348--0.298，P＜0.01).ConclusionThe professional burnout of higher vocational college teachers in Baoji City was more serious and they obtained less social support. It is necessary to strengthen health education and take measures to improve the social support for higher vocational teachers.