Research On The Relationship Between The Perceptions Of Students’ Psychological Problems As Well As Teachers’ Concerns And Professional Commitments Of Mental Health Teachers In Elementary And Secondary School

Recently,Students’ mental health issues have become increasingly prominent,which have ripen into a heated topic of today’s society.Among them,mental health teachers are the specific implementers of students’ mental health education.Their views on students’ psychological problems directly affect their actual work performance,and subsequently impact the development of students’ mental health.Accordingly,it is extremely necessary to explore the perception of mental health teachers on students’ psychological problems.Mental health teachers’ perception on students’ psychological problems refer to the views on students’ psychological problems formed by teachers themselves in practice.It is based on teachers’ practical knowledge and is the application of teachers’ theory of mind abilities.Teachers’ concepts will affect their specific practice which is closely related to their professional development.In order to gain more insight into the situation of teachers’ views on students’ psychological problems,it is quite inevitable to discuss the teachers’ perceptions and the relationship with their own professional development.Teachers’ professional development can be reflected in the changes of teachers’ concern stages,what’s more,teachers’ professional commitment is a psychological factor that will influence teachers’ professional development.Therefore,this research uses the self-edited "Students’ Psychological Problems Questionnaire","Teachers Concerns statements" and "Teacher’s Professional Commitment Questionnaire" to discuss the teachers’ perceptions on students’ psychological problems and their relationship with teachers’ professional development.This research is divided into two parts.The first part applies the questionnaire survey method to test 387 subjects in Fujian Province,exploreing the current situation of mental health teachers’ views on students’ psychological problems,and conducting related research on teachers’ professional development.The second part,uses qualitative research methods to conduct in-depth interviews according to the results of quantitative research,and to explore the deep reasons for the formation of mental health teachers’ views on students’ psychological problems,aiming to clarify ideas for the practical development of mental health teachers.The results are as follows:(1)As for students’ psychological problems,mental health teachers’ hold the views that the dimensions of severity from high to low are emotion,personality,behavior,and cognition.And the top five most serious problems are depression,self-abasement,anxiety,self-harm,and pessimism.With the increase of teaching years,mental health teachers have gradually shifted from focusing on students’ emotional problems to focusing on personality problems.With regard to demographic variables,there are significant differences in teaching years and school phase.(2)The stage of concern about mental health teachers is generally a balanced type of concerns about self,task and student,which indicates a high level of professional development.In terms of demographic variables,there are significant differences in professional title,educational background and school phase.(3)The overall level of mental health teachers’ professional commitment is relatively high,with the highest average score in normative commitment,followed by affective commitment and continuance commitment.When it comes to demographic variables,there are significant differences in gender,professional title,educational background and school location.(4)Mental health teachers’ perceptions on students’ psychological problems are not significantly correlation with teachers’ concerns and professional commitment.In addition,there is a partially significant correlation between teachers’ concerns and professional commitment.