The research on the mental health of kindergarten teachers in China started late. In recent years, some researchers have investigated the mental health status of kindergarten teachers in Guangdong, Guangxi, Hubei, Henan, Shanxi, Hebei, Zhejiang, Shanghai and other provinces (cities), but the related research in Sichuan Province is still relatively weak. This paper attempts to reveal the relationship between social support and mental health by investigating the mental health status of preschool teachers in Sichuan Province, and explore effective ways to establish and improve the social support system for preschool teachers in Sichuan Province.
First, research methods.
Several kindergartens in Chengdu, Yibin, Neijiang and Nanchong of Sichuan Province were selected for random stratified sampling.
355 questionnaires were distributed by SCL-90 symptom scale [1] and social support rating scale [2]. All the respondents were women, and 336 valid questionnaires were collected, with an effective rate of 95%. The valid questionnaires were statistically processed by SPSS 1 1.0 software.
Second, the survey results and analysis
(1) related survey results
1. The general situation of kindergarten teachers' mental health
From the table 1, it can be seen that there are significant differences between the mental health status of the teachers surveyed and the national adult norm except somatization factors.
2. The detection rate of mental health problems of kindergarten teachers.
If the factor score of SCL-90 reaches 3 or above, it means that there are obvious psychological problems. Taking 3 points as the cut-off value, this study * * * detected that kindergarten teachers had obvious psychological problems for 388 times, accounting for 37.34% of the total sample. The first five detection rates were depression (16.3%), anxiety (14.5%), compulsion (1 1.7%), paranoia (7. 1%) and hostility (5.4%).
3. Correlation analysis between social support and mental health of kindergarten teachers.
As can be seen from Table 2, social support has an impact on teachers' mental health, in which objective support has an impact on all factors of teachers' mental health, while subjective support only has an impact on teachers' hostile factors. The use of social support has an impact on teachers' depression, hostility, terror and psychosis. Except the terrorist factor, the total amount of social support has an impact on other factors.
(2) Analysis of survey results
The results show that there is no significant difference between the somatization factor of kindergarten teachers and the national adult norm, while other factors are significantly different from the national adult norm (P < 0.05 or P < 0.0 1 or P < 0.00 1), and the interpersonal sensitivity score is lower than that of the national adult norm (P < 0.05). The above shows that the mental health level of preschool teachers in Sichuan Province is generally lower than that of adults in China. According to the analysis of the researchers, the reasons for this situation are as follows.
1. The deepening of social change and educational reform has put forward new requirements for kindergarten teachers, especially the promulgation of the new syllabus, which has put forward new requirements for kindergarten teachers' educational concept, role orientation and professional cultural quality, invisibly increasing teachers' pressure and psychological burden.
2. Kindergarten itself is also a stressful situation. First of all, teachers face many ignorant children all day. They are naive but active, full of curiosity about things, lacking knowledge, experience and self-control. Teachers should not only spend a lot of energy to organize educational activities, but also take care of children's diet and life safety patiently and meticulously. Secondly, parents' excessive demands and social expectations have also brought greater pressure on teachers. Thirdly, kindergarten activities are frequent, and various competitions, evaluations and appointment systems also bring various psychological pressures to teachers.
3. The contribution and return of kindergarten teachers are out of proportion. Teachers pay a lot of energy and labor, but their income is not as good as others. The economic development in some areas is weak, and there is a phenomenon of arrears in teachers' wages, which is also an important reason for teachers' negative psychology.
4. The characteristics of kindergarten teachers. Some kindergarten teachers lack the ability to relieve stress and are not good at asking for help from the outside world, so they often fall into psychological difficulties and cannot extricate themselves.
Three. conclusion and suggestion
(1) conclusion
The overall level of preschool teachers' mental health in Sichuan Province is lower than the national adult norm, in which mental health is negatively correlated with social support, objective support and utilization of social support. There is almost no significant correlation between subjective support and teachers' mental health level.
(2) Suggestions
1. Teachers should improve their self-awareness. The quantity and quality of social support attracted by different individuals, as well as their feelings and evaluations of social support are different. Therefore, teachers should constantly strengthen the study of professional cultural knowledge, improve their self-cultivation, establish harmonious interpersonal relationships, face up to psychological pressure and actively participate in education and teaching reform.
2. The leaders of the park and the administrative department of education should strive to promote the mental health of teachers.
(1) Continuously improve the conditions for running the park, strive to provide good facilities and equipment, and create a comfortable and relaxed educational environment for teachers.
(2) Establish a "people-oriented" educational concept, respect teachers and create a democratic and equal working atmosphere for teachers.
(3) Reasonably arrange the class size, reduce the class size, and appropriately reduce competition activities and teachers' teaching tasks.
(4) Provide teachers with more time and places for entertainment or leisure, so that teachers can relax after work.
(5) Increase teachers' opportunities for further study, help teachers improve their professional skills and enhance their sense of competence.
(6) Efforts should be made to improve teachers' welfare and solve teachers' life difficulties.
Family and society should give support. Family members, relatives or colleagues should always pay attention to the work of teachers and actively provide help when encountering difficulties.
4. Call on all sectors of society to attach importance to early childhood education, and correctly treat the profession of early childhood teachers and the labor they pay.
5. Provide relevant psychological counseling.
In short, teachers should be given more practical encouragement, understanding and tolerance, understanding and respect, and have a healthy psychology, so that teachers can work and live better.
References:
Wang Xiangdong, et al. Manual of Mental Health Rating Scale [M]. Beijing: China Journal of Mental Health, 1999.
Yu Xinxin, Ping Li. Investigation on mental health status of preschool teachers in Guangxi [J]. Journal of Health Psychology. 2003,(2): 137.