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Psychological Support for Public-Funded Normal Students Engaged in Teaching Profession

Shize Zhi1,2,*
1 School of Public Administration, Hunan Normal University, Changsha, 410081, China
2 Changsha Normal University, Changsha, 410100, China
* Corresponding Author: Shize Zhi. Email:

International Journal of Mental Health Promotion 2022, 24(6), 883-900. https://doi.org/10.32604/ijmhp.2022.022536

Received 15 March 2022; Accepted 24 April 2022; Issue published 28 September 2022

Abstract

Among primary and secondary school teachers in China, 70% of teachers believe facing more significant occupational pressure. 63.8% of teachers clearly stated that occupational stress had caused a tremendous impact on them. And this has had adverse effects on them, such as mental, physical, and personal development. This paper studies the group of public-funded regular students from the perspective of psychological support. This paper uses the SCL-90 form to investigate the professional psychology of teachers for the psychological support of public-funded regular students engaged in the teaching profession. And it conducts a survey on the curriculum setting and satisfaction of the public-funded regular students during their study stage. The experimental results of this paper show that only 11.9% of public-funded regular students are very willing to take root and serve township education. Moreover, the psychological pressure of teachers at different educational stages is quite different.

Keywords

Public-funded normal students; teaching profession; psychological support; investigation and analysis

Cite This Article

Zhi, S. (2022). Psychological Support for Public-Funded Normal Students Engaged in Teaching Profession. International Journal of Mental Health Promotion, 24(6), 883–900.



This work is licensed under a Creative Commons Attribution 4.0 International License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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