1. Teacher pressure
Many researches on teachers' psychology show that teachers' mental health is closely related to psychological stress. [Illustration] Indeed, psychological pressure is a reaction of teachers to negative emotions in their teaching activities. On the one hand, this reaction is often accompanied by potential pathological physiological and biochemical changes caused by teachers' occupation (such as increased heart rate and promotion of adrenocortical hormone release into the blood), thus producing a series of psychological-physiological symptoms. On the other hand, teachers' pressure can cause frustration. Job anxiety is a potential threat to teachers' good physical and mental state. The pressure experienced by teachers is much higher than that experienced by people in other occupations, mainly including time needs, office affairs, difficulties in communicating with students, improper control and encouragement of students, too many class members, economic pressure and lack of educational support.
2. Teachers' attitude
Teachers' working attitude involves teachers' attitude towards students, the realization of teaching objectives, classroom management and teaching quality. Teachers' attitude is a professional dimension of teachers' mental health, including teachers' job satisfaction, morale and motivation.
First, teachers' job satisfaction. The factors that affect job satisfaction are called motivation factors, including sense of accomplishment, promotion opportunities, job challenges, taking on important responsibilities, being appreciated, etc. These factors will lead to dissatisfaction with personal experience, but not with work. The factors that affect job dissatisfaction are called health care factors, including salary, working conditions, working status and safety, interpersonal relationships and so on. Lack of these factors will lead to individual dissatisfaction.
The second is the morale of teachers. Teachers' morale refers to an individual's attitude, which is determined by the individual's goals. It may be explicit or implicit, but many times the individual's response to the environment is a hidden choice, which is influenced by the group concept. Teachers' morale is related to job satisfaction. For example, low morale will reduce teachers' job satisfaction, and teachers' morale will be higher in an environment with high job satisfaction.
The third is the teacher's motivation. For some teachers, communication among colleagues, good interpersonal relationship and harmonious support atmosphere are the most attractive factors in their work. Most teachers' satisfaction comes from the sense of accomplishment in their work, the need for growth or self-esteem and the satisfaction of being accepted. Teachers' motivation is related to the tendency of their behavior, but the tendency is determined by the goals pursued by individuals to meet their needs. Therefore, teachers' motivation is to expect job satisfaction in the work situation, and teachers tend to take actions that can obtain job satisfaction.
3. Teachers' beliefs
Teachers' beliefs determine their behavior. Many conflicts in teachers' profession are the source of teachers' pressure and tension. When pressure and tension arise, teachers' basic belief system will affect the degree of pressure and conflict, as well as teachers' own cognition of conflict, thus affecting teachers' attitude towards students and careers; These attitudes and methods to solve problems will in turn affect teachers' physical and mental health. There are four basic beliefs of teachers, namely, teachers' sense of efficacy, teachers' attribution style, teachers' control over students and teachers' beliefs related to work pressure.
First, teachers' sense of efficacy. Teachers' sense of efficacy refers to teachers' subjective judgment on whether they can influence students' learning behavior and academic performance, even if they are students with learning difficulties or lack of motivation. Teachers' sense of efficacy determines teachers' teaching effect, teaching monitoring level, attitude towards students and the way to deal with classroom behavior problems. Teachers' sense of self-efficacy is closely related to the following aspects: students' achievement and motivation, students' self-esteem and pro-social attitude, learning effectiveness, adaptation to educational reform, teachers' classroom management strategies, teachers' pressure, teachers' absence from class and so on.
The second is the attribution style of teachers. Teachers' attribution style has an important influence on their teaching activities and students' achievements. Generally speaking, teachers who tend to be introverted attribute the quality of students' learning or behavior to their own factors, so that teachers will adjust their teaching activities more actively and actively influence students' activities, thus promoting students' development; Teachers who tend to attribute students' grades to environmental factors and think they can't control and grasp them. Such teachers are more likely to ignore students' problems or criticize students and parents, which will hinder students' development.
The third is the teacher's control over the students. Teachers' control over students is a necessary means for teachers to manage students and maintain classroom order, but teachers with different educational concepts or students' development views have different means of controlling students. Teachers' different ways of controlling students are closely related to teachers' attribution style.
4. Teacher's personality
As mentioned above, teachers' mental health problems are formed under the interaction of external pressure and their own psychological quality. Under the same pressure and environment, not all teachers will have mental health problems. Some teachers can maintain mental health and stability even under pressure, which is an important role played by teachers' personality characteristics. It is found that teachers who can't objectively understand themselves and reality, have unrealistic goals, have too big a gap between ideal and reality, or have too strong demands on self-realization and self-esteem are more likely to have mental health problems. In addition, when personal life changes, individual personality characteristics will affect the adjustment of individual life. If this adjustment can't adapt to the new changes, there will be mental health problems.