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Influence of Educational Background on the Mental Health of Preschool Teachers in Chongqing, China by Computer Software SPSS

机译：SPSS计算机软件对重庆市学龄前儿童心理健康的影响

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According to the current situation of preschool teachers’ mental health and education background in Chongqing, this paper investigates the correlation between the influencing factors of different education background on preschool teachers’ mental health level, and analyzes whether the influence of different education background on the mental health level is different. Using the SCL90 mental health test scale and computer software SPSS, a stratified random sampling method was carried out in Chongqing. Taking 500 kindergarten teachers in 20 kindergartens as survey samples, the results of 98 questions in two dimensions involved in the questionnaire were summarized and analyzed. Finally, there are 410 valid questionnaires, 33.66% of them have mental health problems. The main mental health problems of preschool teachers are anxiety, interpersonal sensitivity, obsessive-compulsive symptoms and somatization. Chi square analysis of preschool teachers’ education background and mental health level showed that x2 value was 7.423, P value was 0.006, less than 0.5. There was significant difference in the mental health level of preschool teachers with different education background. It can be seen from this that the causes of the mental health problems faced by preschool teachers with different education background will be different, and the influence of the same cause on the mental health of preschool teachers with different education background will be different. According to the different education background, corresponding strategies should be taken for the mental health level of preschool teachers with different education background.
机译：根据重庆市学前教师心理健康状况和教育背景，探讨了不同学历背景对学龄前儿童心理健康水平的影响因素之间的相关性，并分析了不同学历对心理健康水平的影响。健康水平不同。使用SCL90心理健康测试量表和计算机软件SPSS，在重庆进行了分层随机抽样方法。以20所幼儿园的500名幼儿园教师为调查样本，对问卷中涉及的二维98个问题进行了归纳和分析。最后，有410份有效问卷，其中33.66％存在心理健康问题。幼儿教师的主要心理健康问题是焦虑，人际关系敏感，强迫症和躯体化。卡方对学前教师的教育背景和心理健康水平的分析表明，x 2 值为7.423，P值为0.006，小于0.5。不同文化背景的学前教师心理健康水平差异显着。由此可以看出，教育背景不同的学龄前教师心理健康问题的成因将有所不同，同一原因对教育背景不同的学龄前教师心理健康的影响也将有所不同。根据教育背景的不同，应针对教育背景不同的学龄前教师的心理健康水平采取相应的策略。

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