Research On The Key Competencies On The Teachers Of Mental Health Education In Primary And Secondary Schools From The Perspective Of Positive Education

Primary and secondary school students are in an important period of physical and mental development,so they would have a high incidence of various mental health problems.Mental health education teachers are the main part of school mental health education,and the quality of them directly determines the quality of school mental health education.How to build a high-quality,professional mental health education teachers in primary and secondary schools which has become an increasingly urgent problem.Through the combination of qualitative and quantitative research methods,this paper focuses on the structural connotation and training path of mental health education teachers’key competencies in the primary and secondary school.Based on the in-depth analysis of the concept and connotation of primary and secondary school mental health education teachers’key competencies,this paper uses the open questionnaire method and interview method to construct the structural model of their key competencies.On this basis,it compiles the questionnaire of a survey on the key competencies of primary and secondary school mental health education teachers After it carries out the current situation investigation and analysis,then thinks about the strategies for promoting their key competencies.The main results and conclusions are as follows.1.The key competencies of mental health education teachers in primary and secondary schools refers to:the key competencies that the teachers in primary and secondary schools should have,which covering their occupation and related fields.It is a collection of knowledge,ability and character.Its structure includes three core components:knowledge competencies,ability competencies and character competencies.2.Develop the questionnaire of a survey on the key competencies of mental health education teachers in primary and secondary schools.After the standardization process of dimension construction,item compilation and prediction analysis,a formal questionnaire was formed.The results show that:the structure of mental health education teachers’key competencies in primary and secondary schools is a first-order three factor model,which includes 23 items in three dimensions:knowledge competencies,ability competencies and character competencies.The internal consistency reliability of each dimension is between 0.880 and 0.950,and the total cronbach reliability coefficient is 0.931;the fitting indexes of confirmatory factor analysis are:x~2/df=2.95,RMSEA=0.077,NFI=0.97,NNFI=0.97,CFI=0.97,IFI=0.97.It shows that the questionnaire has good reliability and validity.3.A questionnaire survey was conducted among 618 full-time and part-time mental health education teachers in primary and secondary schools.The results show that the overall level of key competencies of mental health education teachers in primary and secondary schools in China is better,and their character competencies is significantly higher than that of knowledge and ability competencies.From a statistical point of view,there are significant differences in the key competencies level of them in terms of whether they have mental health education teacher qualification certificate,graduation major,age,school period,working years,working area,full-time or part-time jobs,education background,etc.,while there are no differences in gender and marital status.4.In order to improve the level of primary and secondary mental health education teachers’key competencies,the"Trinity"development path of primary and secondary mental health education teachers’key competencies is formulated that combined with the current research situation from the perspective of positive education,which takes professional training supply as the core,policies and systems as the guarantee,and teachers’professional growth as the driving force.That is:firstly,to increase the undergraduate major of psychology and strengthen the cultivation of psychological postgraduates;secondly,to establish and improve the system of qualification access,training and supervision,assessment and promotion of primary and secondary school psychological teachers;thirdly,to continuously promote the professional growth and development through independent learning,peer assistance,expert guidance and self reflection.