The Relationship Among Secondary School Teachers Occupational Stress,Coping Style And Physical Health In Qinghai Province

At present, the occupational stress of secondary school teachers the status and mentalhealth level has been the greatest concern of the community, social and economicdevelopment, increasingly high demand for the teaching profession, teachers have to faceoccupational stress more and more the face of pressure, the teachers will take what copingstyles? Is positive or negative? This will affect the teachers’ mental health level. Aseducators, to lead the next generation to growth, the educators’ physical and mental healthdirectly affect the next generation Concern of teachers occupational stress, and mentalhealth is one of the majorduties of the society as a whole.In this study, the symptom rating scale, JiHua Xiao, Xu Xiufeng prepared responseand deal with the effect of questionnaire and Zhu prepared from the books and otherprimary and secondary school teachers occupational stress questionnaire as a research toolto Qinghai Province, seven in22secondary school teachers study to explore the Qinghaiarea secondary school teachers occupational stress, coping way and mental health statusand influencing factors, and put forward specific recommendations. The results of thisstudy are as follows:(1) Qinghai Province Secondary School Teachers’ Occupational stress, negativecoping style, mental health score higher than the national norm, poor health standards.(2) The occupational stress of male teachers than female teachers, and the relativelypassive coping style, mental health is lower than female teachers. Pressure leveldifferences in the dimensions of marital status, coping style, married teachers are morepositive than unmarried teachers.(3) Teacher age, teaching experience, teaching years of graduate school, education, jobs in the school, to teach subjects in primary and secondary teachers’ occupational stress,coping style and mental health were no effect.(4) Secondary school teachers in vocational pressure on student factors and respondto the way self-blame, fantasy and avoidance were significantly correlated;self-development needs and self-blame, fantasy, retreat also have significantly associated,while the family interpersonal factors and self-blame, help fantasy, avoidance, andrationalization are significant.(5) Coping style factor to solve problems and help with mental health between theself-rating scale for each factor was not significantly associated, among other factors, andmental health factors are significantly associated. A positive response is relatively small,the health effects of passive coping styles have a greater impact on mental health.(6) The impact factor of the secondary school teachers of occupational stress onmental health, family, interpersonal and examination pressure is far greater than otherfactors. On the way teachers cope with stress, self-blame and fantasies affect mental health.Occupational stress and coping style choices affect the mental health of secondary schoolteachers.Targeted proposals put forward according to the above conclusions are:(1) Reduce the workload of secondary school teachers in the proper range, the reformof the teacher performance evaluation mechanism, the establishment of teachers’emotional support system.(2) The establishment of open and democratic management methods, and teachers toactively participate in the school’s teaching and life.(3) The establishment of teachers’ psychological counseling workstations, flexibleforms of psychological support and help teachers to carry out.