The Influence Of Rural Teachers' Pressure Perception On Educational Well-being

It is found that the rural teachers are required to teach many courses due to the harsh school work and poor living condition in the village.Moreover,owing to deficient teaching resources,arduous teaching tasks,occluded rural environment and small social circle,there is no favorable counseling of work stress and negative emotion for the rural teachers,thereby resulting in low happiness of education for the rural teachers,serious loss of rural teachers and worrying education for the past few years.In recent years,scholars have begun to pay attention to the influence of resilience on stress and mental development,and have found that resilience is a positive resource to adapt to bad situations for individuals and it has effects on the stress and psychological well-being.With the rise of positive psychology,happiness is seen as an important indicator of individual good development and resilience plays a protective role in happiness being considered as a positive resource.In addition,relevant studies have shown that resilience has an impact on the cognitive characteristics of individuals,and person with low-level resilience usually have more negative emotions and negative traits,which may lead to more negative cognitive bias.Hence,it can be speculated that resilience affects the way of individual awareness and then influences his/her mental happiness,and the individual with low-level resilience may have a special processing characteristic of negative cognition to the external information,which leads to a low-level perceived happiness.Therefore,this study intends to explore the effects of resilience on the relationship between perception of stress and happiness of education for rural teachers by survey,and to investigate the cognitive traits of rural teachers with different levels of resilience by cognitive experimental paradigm,thereby revealing the influencing mechanism on the relationship between perception and happiness of education.Finally,this paper discusses the resilience resources of the rural teachers and their influence factor by interview,and then constructs the model of rural teachers' resilience.In the first study,it investigates the relationship among the rural teachers'resilience,their perception of stress and happiness of education by the means of questionnaire survey,and the results show that:Restoration is an important factor in the scope of perception of stress and happiness of education.Restoration plays a regulative role between perception of stress and happiness of education.In the second study,it discusses coding and recognition characteristics about different types of sentence entries for the rural teachers with high-or low-level resilience by an experiment with the coding sentence entries(positive,neutral,negative)and recognition sentence entries(positive,neutral,negative)being the reading material.The results illustrate that:The rural teachers with high-level resilience have more amount of coding on the positive entries than those with low-level resilience significantly,and otherwise the rural teachers with low-level resilience have more amount of coding on the negative entries than those with high-level resilience markedly.There is a significant difference between the rural teachers with high-level resilience and those with low-level resilience for the positive bias of coding on negative entries,and the rural teachers with high-level resilience show positive bias of coding on the negative entries.In terms of the original entries,the rural teachers with high-level resilience recognize more positive entries in the reading material.In the case of new entries,the recognition of positive entries is higher than that of neutral and negative entries for the rural teachers with high-level resilience,and the recognition of negative entries is higher than that of neutral entries for the rural teachers with low-level resilience.Moreover,rural teachers with high-level resilience have a higher recognition of positive bias for the new entries than those with low-level resilience.The third research examines the resilience resources of rural teachers and its impact factors by interview,and the results indicate that:the overall resilience of rural teachers is at the subaverage level.The amount of courses and the amount of class hours of one week predict negatively the level of rural teachers' resilience;titles and wages positively predict the level of their resilience.Personal development and professional sense of value are also the important factors for the resilience of rural teachers.The external resources of village teachers' resilience are mainly from the support of family members,the help of colleagues and the caring of leaders,and the good qualities of individual traits and the active coping style are also the effective resources of resilience.Based on the studies above,it can be concluded that:1.Resilience plays a regulating role in the influence of perception of stress on happiness of education,and the higher resilience can effectively mitigate the impact that perception of stress weakens happiness of education.2.The rural teachers with high level of resilience have the positive career cognitive schemata;and vice versa.3.The amount of courses and the amount of class hours of one week predict negatively the level of rural teachers' resilience;titles and wages positively predict the level of their resilience.4.It can enhance the rural teachers' resilience by cultivating the individual positive psychological quality of rural teachers and with the external supports provided by their families,colleagues and leaders.