The Effect Of Occupational Stress On The Professional Mentality Of Junior Middle School Teachers

Hundred years’ policy based on education;while the education policy based on teachers.With the continuous deepening of the reform of elementary education in China,the occupational stress in teachers is increasing,which has aroused widespread concern of the whole society.It is extremely important for junior high school teachers to pay attention to their work status,because of the distinctiveness of their educational objects and stages.From the perspective of Robbins’ stress theoretical model,this paper uses the panel data of the China Education Panel Survey(CEPS)in 2013-2015,using ordered logit regression to explore the effect of occupational stress on the professional mentality of junior middle school teachers.Then this paper proposes mitigation strategies for the occupational stress of junior high school teachers.The main conclusions of this paper are as follows:Firstly,in general,the sample of junior high school teachers in the baseline survey and follow-up survey of CEPS project is under great pressure.The sources of teachers’ occupational stress are,mainly in terms of students’ academic performance and social and school evaluation.Chi-square test result shows that there is no significant time difference between the baseline survey and the follow-up survey.Secondly,the job satisfaction of junior high school teachers gradually decreases with the extension of working time.This paper shows that the satisfaction of junior high school teachers in the follow-up survey is 12.7% lower than that of the baseline survey,as well as the result of chi-square test is significant(p<0.05).Thirdly,junior high school teachers’ occupational stress has a significant impact on their professional mentality.Specifically,there is a significant negative relationship between the occupational stress of junior high school teachers and their job satisfaction,that is,the greater the occupational stress of teachers,the lower their job satisfaction.There is a significant positive relationship between the occupational pressure of junior high school teachers and their turnover intention.The greater the occupational pressure of junior high school teachers,the greater the turnover intention of teachers.The occupational pressure of junior high school teachers has a negative impact on their intention to stay.The greater the occupational pressure faced by teachers,the lower the probability of junior high school teachers choosing to intent to stay.Fourthly,as a subjective psychological feeling,teachers’ occupational stress has no space-time difference in teachers’ personal workplace experience.This paper interacts the school location characteristics with teachers’ occupational stress and then puts them into the model for heterogeneity analysis.The result shows that urban and rural areas do not adjust the impact of teachers’ occupational stress on their professional mentality;In addition,the author further put the interaction between the year dummy variable and occupational stress into the model,and found that there was no time difference in the impact of occupational stress on teachers’ professional mentality.In the end,the paper puts forward some policy suggestion to alleviate the occupational stress of junior high school teachers.We hope that teachers are developing better.