Investigation Of Liuzhou Junior Middle School Teachers' Mental Health And The Countermeasures Against It

Teachers'mental health is the base for teachers'life, study and work. And it is also the important part of teachers'comprehensive quality. Only the teachers with healthy mentality can foster the students with healthy mentality. At present, our country's junior middle school education is at the key stage of carrying out quality education in an all-around way. Students and their parents expect more from the teachers. And the teachers are under greater pressures. Therefore, paying attention to junior middle school teachers'mental health problems, analyzing the factors which influence the problems and relieving teachers'pressure is very necessary for carrying forward New Course Criterion Reform, putting forward quality education and enhancing teachers'and students'mental health problem level.The research inquires into the mental health state of the middle school teachers and the influential factors according to SCL-90 Clinical Symptom Self-evaluation Table and The Questionnaire of the Occupational Pressure of Middle School Teachers, which test 272 teachers in 3 junior middle schools. The results show that the mental health state level of Liuzhou junior middle school teachers is below that of the national adults, and the difference has reached a very obvious level(P<.001). It means the mental health level of Liuzhou junior middle school teachers is below that of the national adults, and is inclined to the low side.The mental health problems of Liuzhou junior middle school teachers most of the tested teachers have slight symptoms. But some teachers have serious symptoms, and the relevance ratio is 29.4%. This proves that some teachers have serious mental health problems. The physical symptoms, compulsion, misgivings, depression and hostility are the main mental problems faced by the middle school teachers.And we have difference inspection of the SCL-90 result of different teacher groups. The result shows that teachers'mental problems are obviously different in the followings: what schools they work in(key schools or not), what classes they teach(key classes or not), what subjects they teach, what other tasks they have(being head-teachers or not), how old they are and what gender they are(female or male). This indicates that different teacher groups have different mental health levels:Among the marks of all factors influencing teachers'mental health in SCL-90 Clinical Symptom Self-evaluation Table, the key junior middle school teachers get lower marks in the physical symptoms and depression than average junior middle school teachers, The key junior middle school teachers get much higher marks in misgivings while they have higher marks in other factors than average junior middle school teachers.The mental health level of the teachers teaching key classes is lower than that of the teachers teaching average classes. Their marks have obvious difference in these four factors: physical symptoms, compulsion depression and relationships.Junior middle school teachers have obvious gender difference in hostility, delusion and mental disorder. As to the other factors, there are not gender differences. But as for the marks of all factors, women teachers have higher marks than men teachers in general. That means the mental health level of women teachers is lower than that of men teachers.Viewed from the ages, teachers under 28 have lower mental health levels than teachers over 46. But the mental health state of teachers between 29 and 45 is lower than that of teachers over 46, which means teachers between 29and 45 have the worst mental health state.Headteachers get obviously higher marks in psychological problems than non-headteachers. Headteachers and non-headteachers have very obvious difference in physical symptoms, depression and misgivings, and obvious difference in compulsion. The above shows that the mental health level of headteachers is lower than that of non-headteachers.Teachers who teach Chinese, Maths, English, Physics, Chemistry and Politics (These are compulsory subjects in Senior Middle School Entrance Examination) get higher marks in all factors than teachers who teach other subjects. And in this teacher group, teachers have obvious difference in physical symptoms, compulsion and misgivings.Junior middle school teachers'mental health state is seriously related to their occupational pressure from the research result. The marks of all factors of teachers'occupational pressure and the marks of all factors of mentality symptom self-evaluation table are in proportion. And most marks of the factors reach obvious level (P<.01), which exactly shows that teachers'occupational pressure is the main factor influencing teachers'mental health. In six factors influencing occupational pressures of the junior middle school teachers, the factors causing higher pressures are: the load of work, examination pressure, occupation desires and self-development. It means the main source of pressure faced by junior middle school teachers are the load of work, examination pressure, self-development, education reform and occupation desires.The research suggests the countermeasures and advice of how to maintain and improve the middle school teachers' mental health based on discussing and analyzing the causes of mental health problems.The possible new ideas of this research: 1. As to research objects, this article pays more attention to junior middle school teachers. This research takes Liuzhou junior middle school teachers as a sample and pays more attention to young teachers under 28. 2. As to research methods, quantitative analysis and qualitative analysis are used in this research. This article analyses mental health status, the causes of it, and countermeasures towards it. As to the source of pressure, this research pays more attention to the New Course Criterion Reform, this specific environment. The analysis shows that self-development needs and teaching reform are the new source of junior middle school teachers'occupational pressure. Examination pressure is still the important source of pressure of junior middle school teachers. As to countermeasures, this article puts forward some new suggestions: carrying out"start school nearby"and forbidding junior middle school students to start school not in his region, providing more chances for teachers to make decisions in education reform.