Teachers are good gardeners who cultivate the flowers of the motherland, and they usually face greater work pressure than we do. It is said that teachers are most prone to psychological problems. Why do you say that? Let's see how the experts explain it!
Teachers are more likely to have psychological problems 1 Teachers are more likely to have psychological problems.
Excessive work pressure causes mental health problems for teachers.
According to foreign surveys, teachers' work pressure is greater than that of other industries, and Hong Kong also ranks teachers' work pressure second, second only to the police. The law and order in Chinese mainland is good, and the work pressure of teachers may be higher than that of the police. The characteristics of teachers' work determine that teachers' working status not only exists within 8 hours of going to work, but also may last all day. Being under strong pressure for a long time will inevitably lead to mental fatigue and poor mental state. Over time, you will suffer from mental illness to varying degrees. Psychology believes that moderate work pressure can eliminate the emptiness and depression in the heart, make people excited, give people the motivation to make progress, and help improve the efficiency of work and study; On the contrary, excessive work pressure will bring people distress, boredom, anxiety, palpitation and depression, which will lead to physical and psychological disorders and mental illness. It can be seen that teachers' excessive work pressure is one of the main reasons leading to teachers' mental health problems.
Excessive expectations of teachers' roles make teachers have mental health problems.
The object of teachers' work determines that teachers' work affects the hearts of thousands of families and even the whole society, and thousands of pairs of eyes are staring at teachers' every move. As a teacher, I am responsible for the country, the society, the school and all the students' families, and I am responsible for dozens of students. Always keep in mind the expectations of various roles. Different subjects have different expectations for teachers' roles and different evaluation criteria for teachers' work, and there are similarities, differences and even conflicts. The state and society expect teachers to become disseminators of knowledge, collective leaders and model citizens. Parents and students expect teachers to be knowledgeable, omniscient and omniscient scholars and professors. The school always expects its teachers to be excellent discipline defenders, excellent educators, law-abiding and good employees who point to where to fight. Many roles are expected to blend in, which undoubtedly requires the teacher to be a perfect ideal superman. Teachers are, after all, ordinary people in reality, and their roles cannot meet many expectations at the same time. A little unsatisfactory role-playing in some aspects will bring a lot of criticism and accusations. If a teacher is too responsible, he will be on tenterhooks all day for fear of being scolded for his role-playing mistakes in one aspect. Excessive psychological burden will lead to teachers' psychological imbalance and mental health problems.
Too perfect self-expectation can hardly make teachers have mental health problems.
As the embodiment of knowledge and morality, teachers often subconsciously take perfection as their life goal. At work, teachers always hope that they are perfect in all aspects, no worse than others, and are eager for others to see and affirm their achievements. And often ignore their own conditions. In reality, individuals have different personalities, abilities, specialties and opportunities, and these conditions restrict their job performance to a great extent. Especially in the teaching profession, performance is not necessarily reflected directly from the teacher's own education, ability and the amount of time spent, but indirectly from the students. Therefore, achievement is not always in direct proportion to the labor paid. This makes teachers work harder when they feel that their grades are not ideal, but the results of their efforts may not achieve the expected results. Therefore, if teachers can't rationally analyze mistakes and blame themselves for all the reasons, they will feel guilty, blame themselves, and even be pessimistic and world-weary, which will lead to psychological adverse reactions and mental health problems.
Imperfect teacher evaluation system affects teachers' mental health.
At present, China's teacher evaluation mainly adopts summative evaluation, and the evaluation results are combined with rewards and punishments. That is: don't pay attention to the process, only pay attention to the final result. Therefore, it only evaluates the work done by teachers in students' academic performance, and ignores many other aspects of work, such as teachers' efforts to change students' ideological and moral, outlook on life, values and behavior habits. Ignore the teacher's hard work and sweat outside the academic performance. This makes teachers doubt the scientific evaluation method. On the other hand, the fairness of this evaluation method needs to be further improved. Teachers' performance is only reflected in students' exams, ignoring the differences in academic performance caused by the differences in various aspects of class students. Even two students with the same foundation will have great differences in their grades because of genetic factors, family environment and parents' concern. It is obviously unfair to teachers to ignore students' differences in all aspects and take students' test scores as the only basis for evaluating teachers. Therefore, if teachers can't accept this evaluation method, the evaluation results will have a great impact on teachers' psychology.
Related reading:
Common Psychological Problems of Preschool Teachers and Countermeasures
First, strengthen equal communication.
Women's thinking determines their delicate emotions. At work, managers should be good at discovering subtle changes in their emotions, communicate in time with an attitude of equality and trust, understand the causes of problems, explore ways to solve problems, give humanistic care and greetings, and make teachers feel warm and cordial.
Second, provide opportunities for self-development.
People's needs are different, including material needs, spiritual needs and self-realization needs. Managers should be good at observing the needs of teachers, make full use of their respective advantages, put them in the right position, do the right work, and provide opportunities for learning and exercise in time.
Help them find the value of self-existence, give full play to their talents and mobilize their enthusiasm for work. Let teachers feel their role in the team and get satisfaction from it.
Third, pay attention to the interpersonal relationship between teachers.
The working relationship in kindergarten includes the following interpersonal relationships: superiors and subordinates, colleagues, teachers and students, family and so on. This requires mutual respect, mutual support, mutual cooperation, starting from the overall situation and considering the problem from the positive side.
Teachers learn from each other, discuss with each other, learn from each other's strengths and improve together. The harmony of these relationships makes teachers feel calm and full of security in their work.
Fourth, strengthen mental health protection.
The heavy work of preschool teachers and the temptation of the surrounding world easily make teachers lose their way and lead to psychological imbalance. Kindergartens can give lectures on psychological knowledge in time, encourage teachers to participate in the training of mental health education, offer psychological counseling, communicate more when teachers' psychological problems are found, and guide them in time.
Teachers are more prone to psychological problems 2 1. The inevitable tragedy.
The case of Wu Yimu, which has been hotly debated recently, has sounded the alarm for family education. Wu's identity as a student of Peking University and the absurdity of the whole case make his motive of committing crimes the focus of people's attention.
Wu's mother is a middle school teacher, which also brings people more heavy thinking. Behind the extreme cases are more failed family education that has not surfaced. They may be far from that extreme point, or they may be very close.
Why can't a teacher's mother educate her son well?
This is a question of many people. Others think it's just a coincidence. Parents of any occupation may have sons who have failed in family education and are unfilial.
What is the truth?
2. The controversy caused by a PPT
Not long ago, a PPT appeared on the Internet (pictured above). It is said that the author is Xu Kaiwen, a professor in Peking University.
The chart shows that among college students with suicide crisis, teachers rank first in their parents' occupation.
Of the 29 college students whose parents are teachers, 27 are primary and secondary school teachers. This data has sparked heated discussion.
Some people lament that this is the worst time for teachers to be hacked.
As this data comes from others' paraphrases, the author has not found Xu Kaiwen's direct explanation and explanation of this data. It is difficult to determine whether the data shown in the figure is a specific number of people or a proportion.
If only the specific number of people summed up in the crisis intervention can explain some problems, it is slightly insufficient in science and rigor.
So are there any other related scientific research?
The author deliberately searched and consulted relevant academic research. On 20 17, Cage published a research paper entitled "Study on the Relationship between College Students' Suicide-related Behaviors and Different Family Factors", which is a key project of the Humanities and Social Sciences Research Base of Anhui Education Department.
In this study, a total of 4585 college students from eight universities in Wuhu City, Anhui Province were selected by stratified cluster sampling, and an anonymous questionnaire survey was conducted by class, and 4 160 valid questionnaires were recovered. This sample size can be said to be very large.
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