The Behavioral Problems Of Middle School Teachers And Its Influence On Mental Health Of Students

With the studies on students' mental health, investigators paid much attention to behavioral problems of teachers. But present studies were primarily concerned with the theories of behavioral problems of teachers, lacking empirical data relatively. This study tried to probe into the structure of behavioral problems of middle school teachers and then made a questionnaire. To investigate the state of behavioral problems of teachers, stressor, coping styles, mental health of students and their relationship, Behavioral Problems Questionaire, Stressor Questionaire, Coping styles Questionaire and MHT were taked on 2 middle schoolsThe main findings show that:(1) There were three dimensions in behavioral problems of middle school teachers: cognition relationship, behavioral relationship and adaption relationship.(2) The problems of teachers contributed on student concept, teaching concept, professional adaption and feeling, there were some differences in factors of behavioral problems between genders and teaching ages, and the problems were more serious among junior middle school teachers and middle age male teachers(3) The main stressor which students perceived was study pressure, self mentality and physics pressure, companion pressure and teachers' pressure.(4) The first coping style of middle school students was solving problem, the coping styles were better as them are getting older, There were significant gender difference in coping styles.the fantasy were remarkable among junior middle school students, they had changed as them are getting older, the fantasy of boy students were decreased, while girls' does not change.(5) Generally, the mental health status of middle school students is good, the factors that contributed to mental health state of students were learning anxiety, self-blaming tendency and sensitivity tendency, girl students had more mental problems than boys', the mental health status of middle school students were notimproved significantly.(6) The coping styles were the incomplete intervene variables between stressors and mental health. The results showed the effect of abreact feelings on anxiety by the adaptable problems and emotional problems of teachers; the rough behaviors and inequities of teachers could influence on correlation between tolerance styles and physical symptom, impulsion tendency; the student concept of teachers could influence on correlation between fantasy styles and horror tendency.