Psychological support for public-funded normal students engaged in teaching profession

Area of Science:

• Educational Psychology
• Teacher Well-being
• Mental Health in Education

Background:

• A significant majority of primary and secondary school teachers in China report increased occupational pressure.
• This pressure negatively impacts teachers' mental health, physical condition, and personal development.
• Understanding the psychological support needs of future teachers is crucial for educational sustainability.

Purpose of the Study:

• To investigate the psychological status of public-funded normal students preparing for the teaching profession.
• To assess the current curriculum settings and student satisfaction regarding psychological support.
• To explore the willingness of these students to pursue careers in township education.

Main Methods:

• Utilized the Symptom Checklist-90 (SCL-90) to assess the professional psychology of normal students.
• Conducted surveys on curriculum design and student satisfaction during their academic studies.
• Analyzed psychological pressure levels across different educational stages.

Main Results:

• Only 11.9% of public-funded normal students expressed a strong willingness to commit to township education.
• Significant variations in psychological pressure were observed among teachers at different educational levels.
• The study identified specific psychological support needs for students entering the teaching field.

Conclusions:

• Public-funded normal students show limited enthusiasm for rural teaching roles, necessitating targeted interventions.
• Occupational pressure is a complex issue in the teaching profession, varying by educational stage.
• Enhanced psychological support systems are vital for normal students to foster resilience and commitment to teaching.