A Research On The Stress Of Research University Teacher In China

With the gradual implementation of the university teacher evaluation system anduniversity teacher appointment system, the university teachers are suffering increasingpressure. Research university teacher is an important part of the university teacher. How isthe intensity of their pressure in the context of building a world-class university? What isthe major source of stress? What are the reasons for the formation of pressure source?How to deal with the pressure source in a deeper level? To answer these questions, thisstudy drawn the data of six research universities from the nationwide questionnaire of thefamily situation of Chinese science and technology workers. Based on that, this papercarried out data analysis and comparison.The overall working pressure strength of research university teachers is relativelylarge.73.6%of the teachers reported that working pressure is large. Large Workingpressure is mainly because the task is too heavy, too much difficult work, promotiondifficulties, long working hours and the complex interpersonal relations. The workingpressure of different gender, age, and title of research university teachers exist significantdifferences, and there is no significant difference among different disciplines andgeography. Working pressure has greater impact on research universities teachers thanfamily pressure. According to the theory of Robbins, this paper is mainly from the threelevels of environment, organization and individual to analyze the reasons for the formationof the research university teachers’ work pressure source. Seeing from an environmentalperspective, the dramatic changes in the social environment increase potential source ofstress and shorten the buffer time for teachers to cope with stress. The knowledge andtechnology update is growing fast and it heavier the burden on teachers to update theirknowledge. At the organizational level, this paper mainly studied the University TeacherEvaluation System, university teacher appointment system and the University DisciplinaryInstitution. From a personal level, the paper mainly analyzes the character and attitudetowards life in the formation of pressure source. Based on the above analysis, the paperput forward a strategy to cope with the pressure source from the perspective of bothindividuals and organizations. Individual strategies include building positive self-talk, physical exercise and relaxation therapy, rational management and use of social support.Organizational strategies include emphasis on the issue of teacher stress, full reference toteachers’ opinions, and to create a healthy organizational culture and to provide targetedprofessional stress management training and pressure consulting services to different ages,titles and gender.