Research On The Competence Of Psychological Education Of Primary And Middle School Head Teachers

As the teacher with the most time and the most in-depth contact with students,the class teacher should become the main force of school psychoeducation,and the level of psychoeducational competence of the class teacher determines the quality of the psychological education of the class.So,what are the characteristics of competence in the psychoeducational competence of class teachers?How is the psychoeducational competence of class teachers measured?How to improve the level of psychoeducational competence of class teachers?In order to solve the above problems,this study combines quantitative research and qualitative research to focus on the structural connotation,assessment measurement and level improvement of psychoeducational competence of primary and secondary school class teachers.Study 1:The development of psychoeducational competency measurement tool for primary and secondary school class teachers.Through literature analysis,in-depth interviews and other methods to determine the theoretical model of psychoeducational competency of primary and secondary school class teachers,following the requirements of psychometrics,ant through standardized procedures such as expert evaluation and preliminary test verification,to compile the"Primary and Secondary School Class Teacher Psychoeducational Competency Questionnaire"with a total of 31 items including psychoeducational knowledge literacy,psychoeducational characteristics,psychoeducational penetration and psychoeducational synergy.After testing,the coefficient of Cronbach’sαof each dimension of the questionnaire is between 0.881～0.936.The Cronbach’sαcoefficient of the total questionnaire is 0.963,the split-half reliability of each dimension is 0.877～0.949,and the split-half reliability of the total questionnaire is 0.949.The fitting indexes of the confirmatory factor analysis were RMSEA=0.078<0.080,CFI=0.914>0.90,TLI=0.906>0.90,RSMR=0.042<0.080,and all reached the significance level（p<0.001）,the structural model fit was good,and the reliability and validity of the questionnaire met the psychometric requirements.Study 2:Investigation on the current situation of psychoeducational competence of primary and secondary school class teachers.A survey of 5,928 primary and secondary school class teachers was conducted using the self-compiled Questionnaire on Psychoeducational Competency of Primary and Secondary School Class Teachers.The results show that the overall level of psychological education competency of class teachers in primary and secondary schools in China is good,and there are significant differences in gender,age,teaching experience,class teacher tenure,marital status,teaching section,honor,school psychology teacher tenure,training situation,school type,economic development level,professional title,post identity,etc.Study 3:Intervention of psychoeducational competence of primary and secondary school class teachers.A total of 31 class teachers（16 in the intervention group and 15 in the control group）of the primary school and junior high school of a school in G City were selected to verify the effect of the intervention learning project on the psychoeducational competence of primary and secondary school class teachers in primary and secondary schools by using a mixed experimental design of 2（group:intervention group/control group）and×3（measurement time:pre-test/post-test/tracking-test）.The experimental results showed that the intervention effect was significant:after the intervention,the psychoeducational competence of the class teachers in the experimental group was significantly higher than that in the control group(t _after=2.91,p<0.01;t_chasing=2.22,p<0.05);The interaction effect between the group and the observation time was significant（F=4.59,df=2,p<0.05）,the psychoeducational competence of the experimental group after the intervention was significantly higher than that before the intervention,and the scores of the pre-test,post-test and follow-up three measurements of the control group were basically maintained at the same level.Class teachers should enhance the awareness of class psychological education,correctly understand the work of class psychology,and enrich the knowledge of psychological education.In terms of external support,the government and colleges and universities have revised the curriculum standards for teacher education,strengthened the training of pre-service and post-service mental education competency,strengthened the construction of full-time and part-time mental education teachers,implemented a new situation of integration of three comprehensive education and five education,and jointly built a home-school-community collaborative education mechanism for the whole society.