中小学教师心理健康研究现状、成因和解决策略

Research Status, Causes, and Solutions for Mental Health among Primary and Secondary School Teachers

摘要: 本研究系统调查了中国中小学教师的心理健康状况，采用SCL-90、职业倦怠量表、自我效能感量表和总体幸福感量表，对3088名教师进行横断面测评。结果显示：教师整体心理健康水平低于全国常模，强迫症状检出率最高；近半数教师存在职业倦怠，情绪衰竭问题突出；18.01%教师自我效能感低；总体幸福感却显著高于常模。群体差异分析表明，女性、30~39岁、丧偶、大专学历、班主任兼科任、语文/英语学科教师及农村/城乡结合部学校教师心理症状更严重。论文最后讨论了成因并测试了沙盘心理塑型技术的干预效果，发现其能有效缓解心理症状、提升自我效能感和降低情绪衰竭，为学校开展教师心理健康干预提供了可行的新路径。

Abstract: This study systematically investigated the mental health status of primary and secondary school teachers in China. A cross-sectional assessment was conducted using the SCL-90, Maslach Burnout Inventory, Self-Efficacy Scale, and General Well-Being Schedule, involving 3088 teachers. The results revealed that the overall mental health level of teachers was lower than the national norm, with obsessive-compulsive symptoms being the most frequently detected. Nearly half of the teachers experienced job burnout, with emotional exhaustion being particularly prominent. Additionally, 18.01% of teachers reported low self-efficacy. However, their general well-being was significantly higher than the norm. Group difference analysis indicated that teachers who were female, aged 30~39, widowed, held associate degrees, served as both homeroom and subject teachers, taught Chinese or English, or worked in rural or suburban schools exhibited more severe psychological symptoms. The paper concludes by discussing potential causes and evaluating the intervention effect of sandplay therapy, which was found to alleviate psychological symptoms, enhance self-efficacy, and reduce emotional exhaustion, thereby providing a feasible approach for mental health interventions among school teachers.