| 其他摘要 | As a group of teachers, it is of great significance to improve their mental health literacy because they are responsible for both teaching and education. At present, there is a lack of tools to explore and evaluate the structure of teachers' mental health literacy. Therefore, this study interviewed front-line teachers, developed the structure of teachers' mental health literacy and prepared questionnaires, and explored the mechanism of teachers' mental health literacy.
Study 1 .Objective: To investigate the status quo of mental health literacy of primary and secondary school teachers in China.METHODS:1063 teachers were selected for the mental health literacy scale test in 2018, and group differences of teachers with different demographic variables were compared.Results:(1)The scores of mental health knowledge of female teachers in middle schools were significantly higher than that of male teachers;(2) Math teachers had the lowest score of mental health knowledge, while psychology teachers had the highest score of mental health knowledge; (3) The higher the educational background, the higher the score of mental health knowledge; (4) There was no significant difference in the score of mental health literacy whether they were head teachers or not; (5) Mental health knowledge is the highest in the eastern region; (6) The higher the age, the lower the level of mental health literacy; (7) Mental health awareness was positively correlated with mental health behaviors, and mental health behaviors negatively predicted depression scores; (8) Half of the 36% questions in the questionnaire of teachers' mental health literacy aimed at the general group were considered unimportant or unknown by teachers.
Study 2. Objective: To develop a questionnaire on teachers' mental health literacy by interviewing teachers. Methods:40 teachers as the survey objects were invited to conduct semi-structured interviews with teachers, and interview draft was coded by using the rooted theory. Results: The connotation of teachers' mental health literacy should at least include emotional experience, cognitive efficacy, adaptive ability, interpersonal communication, self-knowledge and basic psychological knowledge, and the reliability and validity should reach the standard.
Study3.Objective: To investigate the current situation of mental health literacy of primary and secondary school teachers and explore the mechanism of mental health literacy on mental health. Methods: The percentile Bootstrap method with deviation correction was used to analyze the mediating effect of teachers' self-efficacy on mental health literacy and depression and anxiety. Results:(1)34.4% of primary school teachers and 28.3% of middle school teachers had a high risk of depression; (2)53.7% had moderate anxiety problems, 21.9% had severe anxiety problems;45.2% of middle school teachers had moderate anxiety problem, 20.6% had severe anxiety problem; (3) The depression scores of non-normal university teachers were significantly higher than those of normal university teachers; (4) Teachers' self-efficacy was significantly positively correlated with mental health, and job burnout was significantly positively correlated with depression and anxiety; (5) Math teachers scored the highest in self-assessment of mental health literacy; (6) Mental health literacy scores significantly negatively predicted depression and anxiety scores; (7) The mediating effect of job burnout is significant, and the mediating effect of teacher efficacy is marginal. (8) The chain mediating effect of teacher efficacy and job burnout is significant.
Research Conclusions:
First, the level of mental health literacy of primary and secondary school teachers in China needs to be improved, and there are significant differences among different groups. The connotation of mental health literacy of teacher groups has its particularity.
Second, teachers' mental health literacy questionnaire based on the analysis of the teacher interview content, the teacher has a good applicability, chic has good validity in primary and secondary school teachers group, can be used as the community mental health literacy assessment tools, but there are still insufficient, not included in the campus violence situation, for example, can be revised on the basis of the future.
Third, the mental health of primary and secondary school teachers is poor, with one third of teachers at high risk of depression and more than 70 percent facing moderate to severe anxiety. Mental health literacy is beneficial to reduce the risk of anxiety and depression. Mental health literacy can positively predict mental health through the chain mediating effect of some teachers' efficacy and job burnout, and can also regulate the effect of job burnout on depression. |
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