Research On Management Strategy Of Occupational Stress Of Middle-aged Teachers From The Perspective Of Caring Theory

With the advancement of modern education reform,the requirements for teachers have become more diversified and comprehensive.The challenges and problems faced by teachers in education are becoming more and more complex.Middle-aged teachers have become weaker under the new requirements of the new era.The professional pressure of teachers has become more prominent,which has become an urgent problem for teachers to solve.Middle-aged teachers play a vital role in the grassroots teacher group.Excessive professional pressure will have an impact on teachers’ education and teaching work,the long-term development of students,and the smooth development of educational reforms.Therefore,it has important practical significance to investigate and study the occupational stress management of middle-aged teachers.Through questionnaire surveys and interviews,the current situation and influencing factors of occupational stress of middle-aged teachers in three middle schools in Huangzhou City,Huanggang City were investigated,and it was found that middle-aged teachers generally have heavy teaching tasks,difficulty in rank promotion,insufficient specialization,and professional expectations.Higher professional pressure,moderate pressure can become work motivation and play a positive role in promoting teacher development.However,excessive pressure will have a negative impact,affecting education and teaching activities,teacher professional development,teacher physical and mental health,and hindering the process of education reform to varying degrees.The main causes of occupational pressure for middle-aged teachers are the unity of student evaluation,the complexity of work tasks,the competitiveness of personal development,the limitations of management systems,and the rigidity of social concepts.According to Noddings’ caring theory,using the concept of stress management,firstly,at the social level,strengthen the government’s support and guarantee by strengthening policy guarantees,improving the status of teachers,improving the training system,and innovating evaluation mechanisms;secondly,at the school level Improve the scientific management level of the school by rationally assigning work,implementing humanistic care,coordinating organizational relationships,and creating a harmonious atmosphere.Finally,at the teacher level,by establishing correct pressure concepts and improving the ability to resolve pressure,teachers’ pressure management capabilities are enhanced to form society,schools,and schools.The three levels of pressure management for teachers work together to reduce or relieve the professional pressure of middle-aged teachers.