A Qualitative Study On The Role Identity,Construction Process And Influencing Factors Of Mental Health Teachers In Primary And Secondary Schools

teachers’ role identity is the internal driving force for teachers’ high-quality development,which is not only related to the improvement of teachers’ psychological quality,but also affects their mental health and the level and quality of teacher education and teaching.With the continuous strengthening of the school mental health education service system,primary and secondary school mental health teachers,as the main force in carrying out the construction of the primary and secondary school mental health service system,are facing important issues of role recognition.From the actual situation,there is too much ambiguity and subjectivity in the roles and responsibilities of mental health teachers in primary and secondary schools in China,and the specific circumstances of their role identification are not clear.Clarifying their role identification is extremely important for teachers to achieve professional development in educational practice and improve the school mental health education system to ensure the pertinence,practicality and effectiveness of school mental health education.As an exploratory qualitative study,this study mainly adopts the methods of theme analysis and narrative analysis in qualitative research,and reveals the specific dilemmas and manifestations in the process of character identity construction.Firstly,in order to ensure the high heterogeneity of the interviewees and the richness of the collected data,the interviewees were screened through the Teacher Role Identity Questionnaire,and combined with the strategy of purposeful sampling,15 primary and secondary school mental health teachers who were willing to participate in the interview were finally selected as the research subjects.The interview data were collected by combining semi-structured interviews with character identity status and narrative interviews with construction processes and influencing factors,and the qualitative analysis software Nvivo11 was used to encode the data.Through thematic analysis,the conditions and influencing factors for the realization of role identity construction of mental health teachers in primary and secondary schools were understood,and on this basis,the career narratives of three teachers with different identity levels were presented through narrative analysis,and the dynamic process of teacher role identity construction was analyzed in the form of individual cases.In general,the idea of combining finding commonalities and discovering individual uniqueness is adopted to sort out and analyze the uniqueness,complexity,contradiction and conflict of their professional role identity,and present the unique teaching experience and career development characteristics of mental health teachers in primary and secondary schools.In order to achieve a shallow to deep analysis,and finally understand the development context of its role identity as a whole.From this,the following conclusions can be drawn:In terms of commonality,the role identification of mental health teachers in primary and secondary schools goes through the overall process of role cognition,role feeling,experience and practice,and role cognition is mainly reflected in role positioning and role value perception.For individuals with negative identity attributes,their role experiences mostly present negative emotional attitudes;The most common role behaviors are multiple role management and the decline or absence of role behavior.In addition,after teachers enter their roles,most of them face the loss of enthusiasm at the time of entry and insufficient support during the work period,and their role expectations are limited.His professional role as a psychology teacher is not predetermined,but is actively constructed by teachers under the influence of the working environment.The construction and development of teachers’ role identity will be affected by different factors in the social structure,but more importantly,teachers can rebuild their desired working environment through self-empowerment,and provide opportunities for the construction of their own professional role identity.The subjectivity and initiative of teachers affect their role participation,role interaction,and role identity attributes,which is the link of their role identity construction,and their professional role identity is not a state at a static point in time,but presents a dynamic development process of continuous construction,negotiation,and reconstruction,and its role identity construction path also presents different development contexts due to individual career narratives.In terms of differences,some teachers are more dependent on the environment in which they are in the process of constructing their professional role identity.This is most evident among teachers with low levels of recognition and teachers in remote areas whose schools do not pay enough attention to mental health education.When they face the loss of insufficient support,they will lower their professional role expectations and reduce their role behavior,resulting in difficulties in constructing their role identity and negative narrative tone.More expectations are expected from the society to prove the significance of their existence,and through the corresponding evaluation mechanism to test and recognize their own abilities,so as to reflect the value of primary and secondary school mental health teachers,and then improve their social status and achieve social recognition.However,for teachers with medium and high recognition levels,by giving full play to the subjectivity of teachers,strengthening personal beliefs and self-psychological construction,awakening exploration,self-reflexive construction,etc.,they can promote the deepening of self-identity and construct their professional role identity.Finally,find a balanced fulcrum between exerting individual initiative and combining the actual requirements of society,and maintain,construct or reconstruct their role identity.Therefore,teachers who can better balance and deal with their role conflicts,role loads,and role anxiety can maintain their high level of identity and achieve role transformation and coordination.Compared with other factors,the formulation and implementation of relevant policies,the existing challenges and shortcomings of the industry,the construction of mental health education work platform in schools,work development models,teaching resources,professional training,parental attitudes,support and recognition of others,and students’ attention have the most prominent impact on their role identification.At the individual level,teachers’ own interpretation and understanding of policies will also affect their role identity,not limited to the formulation and implementation of relevant policies,but also largely depends on the subject’s attention,handling and response to different policies.In addition,personal belief,self-psychological construction,work experience,and professional quality are important conditions for the construction and reconstruction of their role identity,helping to resolve the contradictions and conflicts between various roles.Finally,the role identity dilemma faced by mental health teachers in primary and secondary schools is the conflict between roles.quantitative role load and nonprofessional role overload;The role positioning is ambiguous and the evaluation mechanism of the work is missing,resulting in individuals facing the dilemma of "confusion" and different occupational statuses.