Study On Occupational Stress And Coping Strategies Of Regular Class Teachers

Integrated education is an educational concept of special education.Study with class is a practical way to implement the sinicization of integrated education.Classroom teachers refer to teachers who teach students with special educational needs in ordinary schools.In their work,teachers are faced with various occupational pressures.They not only have to master the professional knowledge of general education,but also master the knowledge related to special education.Therefore,it is necessary and urgent to study the occupational stress of teachers attending classes.From the perspective of occupational stress,this study explores the status quo,stressors and coping strategies of classroom teachers’ work stress.Using the self-compiled Questionnaire and Outline of Interview on Occupational Stress of Teachers in Class as research tools,the questionnaire survey method was used to investigate teachers in class.A total of 158 valid questionnaires were collected,and a teacher in class was interviewed by narrative research method.The main results are as follows:（1）There is a certain degree of professional pressure for teachers who study in class.On the whole,it is at a low level（M=2.47）.In the five dimensions,vocational stress scores from high to the bottom are as follows: management pressure > teaching pressure > professional growth pressure > role pressure > career development pressure.（2）In the dimension of teaching pressure,teachers aged 41-50 were higher than those under 40,and teachers aged 1 were higher than teachers aged 2 and undetermined;In terms of management stress,41-50 years old teachers have the highest stress;In the dimension of professional growth pressure,41-50 years old teachers have the highest pressure,five years or less teachers have the least pressure,head teachers are higher than non-head teachers,grade 1higher than grade 2 and undetermined.In the dimension of role stress,homeroom teacher is higher than non-homeroom teacher;On the dimension of professional development pressure,the pressure of teachers over 50 years old is the lowest,the pressure of teachers with master degree or above is higher than that of teachers with bachelor degree or below,the pressure of teachers with teaching experience of more than 15 years is the lowest,and the pressure of teachers without head teacher is higher than that of head teacher.（3）The professional stress experience of teachers in the classroom mainly comes from the heavy tasks of playing multiple roles,needing to update knowledge to cope with changes in students,being responsible for the heavy responsibilities of the moral education section,tilting the school establishment towards disciplines and individualizing.The support experience of teachers attending the class mainly comes from the national financial environment support,the knowledge support of the special education center,the support of the school atmosphere and the small environment,and the support of the family and themselves.The study puts forward a number of suggestions for alleviating the professional pressure of teachers in classes: the state should improve the policy of following classes and improve the social recognition of special education;the society should strengthen the training of teachers enrolled in classes and provide professional support;the school should innovate the evaluation mechanism and positively motivate teachers;teachers in classes should pay attention to mutual assistance and exchanges,strengthen coordination and cooperation;and teachers should choose their own methods to relieve pressure in a timely manner.