城乡小学教师职业生态系统中的心理问题研究

A Study on Psychological Issues within the Occupational Ecosystem of Urban and Rural Primary School Teachers

摘要: 为探究快速城市化背景下东部发达地区城乡小学教师的职业心理问题成因对比及动态适应机制，本研究以生涯混沌理论为视角，对C市16名存在心理问题困扰的城乡小学教师进行半结构访谈。结果显示，城乡二元结构作为初始扰动源，使乡村教师陷入“固化焦虑”，城市教师陷入“竞争内卷”；家校冲突、职能异位和泛化等多维压力持续削弱教学本位。教师通过情绪隔离、模仿学习及师徒制情感联结构建自组织稳态，并沿教龄分化为“工具化”与“责任叙事”两种代际吸引子。基于研究发现提出政策倾斜、舆论治理、组织减负、师徒协同四维韧性干预路径，有利于揭示城乡教师心理问题共性成因与心理重构路径，为区域教师心理健康治理提供依据。

Abstract: Against the backdrop of rapid urbanization, this study investigates the causes and dynamic adaptation mechanisms of primary school teachers’ occupational psychological problems in an economically advanced eastern region of China. Guided by career chaos theory, semi-structured interviews were conducted with 16 urban and rural primary school teachers in City C who reported psychological distress. Results reveal that the urban-rural dual structure functions as an initial-value disturbance, inducing solidified anxiety among rural teachers and competitive involution among urban teachers. Multidimensional stressors such as shifting responsibilities from family to school and non-teaching task encroachment continuously erode the centrality of teaching. Teachers construct self-organizing homeostasis through emotional distancing, imitative learning, and affective bonds within mentor-novice networks, and diverge along years of service into two generational attractors: instrumentalization and responsibility narrative. Based on these findings, a four-dimensional resilience intervention framework is proposed—policy bias, public opinion governance, organizational load reduction, and mentor-novice collaboration—to inform regional teacher mental health governance.