A Study On The Relationship Between Psychological Resilience And Occupational Well-Being Of Primary And Secondary School Teachers And Its Intervention

Due to the pressure of entering a higher school,the expectation of Chinese traditional culture is transmitted to teachers,and the higher parents’ expectations for their children,the anxiety is transmitted to teachers.With the implementation of the double shoulder policy,many teachers complain that the reduction of students’ stress homework means that in order to ensure the constant teaching quality of teachers,the teaching effect of teachers is enhanced and the workload is increased.The pressure of entering a higher school has always been high.As the ultimate implementer of education and teaching work,The teacher industry has also begun to roll up,which is reflected in the higher and higher requirements for teachers in all aspects,and the more fierce competition among teachers.Combing past studies,we can find that there are few studies on the psychological elasticity of primary and secondary school teachers,and the research on the relationship between teachers’ psychological elasticity and occupational well-being only involves preschool teachers.Therefore,based on the social background and research status,this paper designs the following two research experiments:Through two studies,questionnaire survey and group intervention,this paper discusses the correlation between teachers’ psychological elasticity and occupational well-being.The theoretical significance of this study lies in: by revealing the relationship between primary and secondary school teachers’ psychological elasticity and professional well-being,this paper constructs the correlation formula between psychological elasticity and professional well-being.The practical significance lies in:under the double reduction policy,reduce the psychological burden of teachers,improve the happy experience of teachers in the teaching process,cultivate happy teachers and cultivate happy students.Study 1 was conducted in the form of online questionnaire.According to the regional economic situation,450 subjects were randomly selected from some regions,such as 45 in Shanghai,202 in Nanchang and 66 in Ganzhou.Finally,407 questionnaires were effectively recovered.The survey combined with the revised cd-risc scale by Xiao Nan,a scholar from the Chinese University of Hong Kong,investigated the development of three dimensions of subjects’ psychological elasticity:optimism,tenacity and strength.At the same time,combined with the happiness scale for primary and secondary school teachers compiled by Professor Hu Zhongying,it explored the relationship between teachers’ psychological elasticity and occupational well-being factors,namely professional identity,education and teaching satisfaction The influence of interpersonal harmony and occupational comfort on psychological elasticity.Finally,spss26 0 after analyzing the collected data,it is found that:(1)The overall level of teachers’ psychological elasticity development is above medium.(2)Demographic variables such as gender,geographical location,age and position have a certain impact on Teachers’ psychological elasticity and professional well-being.(3)There is a positive correlation between the dimensions of teachers’ psychological elasticity and professional well-being.(4)Teachers’ professional well-being = 1.145 + 0.241 × Tenacity + 0.161 ×Strength + 0.227 × Optimism.(5)Teacher’s psychological elasticity = 1.901 + 0.101 × Professional identity +0.0703 × Education and teaching satisfaction + 0.284 × Interpersonal harmony +0.079 × Professional scene comfort.Based on the research conclusion of Experiment 1,experiment 2 selects teachers in Nanchang as subjects,and a total of 80 primary and secondary school teachers are randomly divided into experimental group and control group.Combined with the three dimensions of strength,optimism and tenacity of psychological elasticity and the basic theory of group intervention,the intervention plan is formulated.Group intervention activities were carried out once a week for eight weeks for 40 teachers in the experimental group.The control group did not intervene and carried out normal teaching activities.The research conclusion shows that after the group intervention,the experimental group 1 uses the same questionnaire as the research group I.according to the data analysis,the group members of the experimental group have significantly improved in the three dimensions of strength,optimism and tenacity,and the overall occupational well-being and the scores of each dimension have also significantly improved.The scores of members in the control group were slightly improved,but compared with those in the experimental group,the improvement effect was not significant,and the improvement of happiness score was not significant.According to the results of group intervention,it can be shown that:(1)Group activities can improve teachers’ psychological resilience and professional well-being(2)The improvement of teachers’ psychological elasticity can enhance teachers’ professional well-being.