Investigation And Research On Occupational Stressors Of Secondary Vocational Teachers In Dali

Secondary vocational teachers are an important part of the teaching team in China.They have distinctive characteristics because of their work objects and work content.Therefore,secondary vocational teachers have different occupational pressures than ordinary education teachers.Paying attention to the working conditions of secondary vocational teachers,understanding the status of their professional pressure,analyzing their sources of occupational stress and their influencing factors,and proposing corresponding mitigation countermeasures will not only help the management of secondary vocational teacher teams,but also promote the personal development of secondary vocational teachers,It can also provide reference for the school’s education and teaching management and long-term development.As a vocational teacher,the author based on her work experience,combined with the research results of domestic and foreign teachers ’professional pressure sources,mainly uses questionnaire survey methods,supplemented by interview methods,to investigate and analyze the occupational stressors and influencing factors of teachers in three secondary vocational schools in Dali,and put forward corresponding mitigation strategies.In this study,a total of 268 questionnaires were distributed,and 228 were effectively recovered.the effective recovery rate of the questionnaire was 85.07%.the reliability coefficient of the official questionnaire was 0.965 and the KMO value was 0.945.The research results show that the occupational pressure of the middle vocational teachers in Dali City is relatively large,the average value of occupational pressure is 3.58 points,exceeding the median of 3 points;The factors that have a greater impact on the occupational stressors of secondary vocational teachers are student management,workload,personal development needs,and teaching security,which affect the smaller factor is the interpersonal relationship between home and school.Among them,personal development needs include school management and self-expectation.The top two sources of stress are "student safety stress" and "class teacher work stress",which reflects the special occupational stressors of secondary vocational teachers.Has also become the main source of pressure that troubles the secondary vocational teacher group in Dali;there are significant differences in some dimensions of secondary vocational teachers in different schools,teaching ages,weekly hours,number of courses,work tasks,and income(actual distribution);Teachers with 6-10 years of schooling experience are significantly higher professional pressure than teachers with 5 years or less,11-15 years,and 15 years or more;the teacher’s professional pressure of Dali State C School is significantly higher than that of Dali Z School and Yunnan J School.Based on this,this study proposes targeted occupational stress coping strategies from three levels: individual teachers,schools,and society.At the teacher’s individual level,it is necessary to adjust the mentality and establish reasonable expectations;change concepts and tolerate the acceptance of students;strengthen communication and improve interpersonal relationships;use strategies to learn self-regulation.At the school level,it is necessary to deepen the reform of education and teaching to promote the long-term development of the school;reduce the workload of teachers and rationally arrange work tasks;establish and improve the management system and promote democratic management;improve teacher training and encourage the professional development of teachers.At the social level,it is necessary to enhance the social status of secondary vocational teachers;improve the welfare of secondary vocational teachers.