The Influence Of Work Factors And Family Factors On Teachers' Professional Mental Health: The Mediating Effect Of The Imbalance Between Effort And Reward

With the development of The Times and the progress of the society,the role of teachers is no longer limited to the "teacher",but a collection of educators,friends,advisors,social workers,professional managers,policy thinkers and many other roles,which means that teachers are facing more diversified pressure and higher requirements.A large number of studies at home and abroad show that the mental health status of teachers is lower than that of ordinary people.Due to the particularity of occupation,teachers' mental health status indirectly affects students' study and physical and mental development,and affects the future of the country and the nation.Therefore,it has become one of the hot spots of educational psychology and positive psychology to find the positive factors of individual teachers to resist adverse pressure and improve their mental health under the current pressure level.Previous studies that explored individual psychological factors mostly focused on the construction of general psychological traits or abilities,and lacked the focus on teachers' work situation and important belief system in work,while the effort-reward imbalance(ERI)model could make up for the deficiency to some extent.Therefore,this study aims to explore the role of ERI in the relationship between stress sources and teachers' occupational mental health.This study first revised the effort-reward imbalance questionnaire for teachers.It is used to measure the overall characteristics of the effort-reward imbalance of primary and secondary school teachers.Then with 444 primary and secondary school teachers in China as subjects,with the revised ERI questionnaire and other related scale as the tool,using statistical methods such as the correlation analysis and structural equation model,this paper explored the role of ERI in the influence of work factor(student gratitude,student problem behavior),family factor(work affects family,family affects work)on occupational mental health(job burnout,job commitment),which further reveals the mechanism of influencing factors of teacher occupational mental health.On this basis,the differences in the influencing factors of job burnout and job commitment were compared.The main conclusions are as follows:(1)the reliability and validity of the revised Teacher Effort-Reward Imbalance Questionnaire are good,which can be used in further research.(2)the effort-reward imbalance of the teacher group is relatively common,and the main reason for the imbalance is the high level of effort;The level of all the sub-dimensions of the effort part is high,and the level of the material reward sub-dimension of the reward part is relatively low.(3)the teacher's ERI score shows demographic differences in gender,age,teaching stage and position(whether teacher in charge or not).(4)ERI mediates between work/family factors and job burnout,and between work/family factors and job commitment.(5)the direct effects of work/family factors on job burnout and occupational commitment are inconsistent.Student gratitude,student problem behavior,family influence work,work influence family all affect job burnout,and only student gratitude affects job commitment.It reflects the importance of student gratitude for teachers'occupational mental health compared with other work and family factors.(6)the work/family factor affects job burnout through ERI and the work/family factor affects job commitment through ERI,the two intermediary types are inconsistent.ERI plays a partial mediating role in the relationship between work/family factor and job burnout,but a full mediating role in the relationship between work/family factor and job commitment.It reflects the important role of the individual belief system in the process from the existence of stressors to the generation of substantial influence.