农村中小学教师心理健康素养和心理健康状况的关系探究

Exploring the Relationship between Mental Health Literacy and Mental Health Status of Rural Primary and Secondary School Teachers

摘要: 本研究旨在分析农村中小学教师的心理健康现状以及与心理健康素养的关系，采用症状自评量表、国民心理健康素养问卷对195名中小学教师进行调查。结果显示，农村中小学教师心理健康的总体状况不容乐观，工作时长较长的教师心理健康状况更差，与较短工作时长的教师存在显著性差异；是否接受过心理培训的中小学教师心理健康素养存在显著性差异；农村中小学教师的心理健康素养与症状自评量表得分呈现显著的负相关关系，心理健康素养对心理健康状况存在显著的中等程度的预测作用。结尾围绕应当对教师进行适当的工作减负、提高心理培训效率，进而提高教师的心理健康素养，提升个体心理健康水平提出了相应的建议。

Abstract: The purpose of this study was to analyze the current mental health status of rural primary and secondary school teachers and the relationship with mental health literacy. 195 primary and secondary school teachers were surveyed using the symptom self-rating scale and the National Mental Health Literacy Questionnaire. The results showed that the overall mental health status of rural primary and secondary school teachers was not optimistic, and the mental health status of teachers with longer working hours was worse, and there was a significant difference between teachers with shorter working hours; there was a significant difference in the mental health literacy of primary and secondary school teachers who had received psychological training or not; the mental health literacy of rural primary and secondary school teachers showed a significant negative correlation with the scores of the symptom self-assessment scale. There was a significantly moderate predictive effect of mental health literacy on mental health status. The conclusion suggests that teachers should be given appropriate workload reduction, improve the efficiency of psychological training, and thus improve their mental health literacy and individual mental health.