Objective To understand mental health status among middle and primary school teacher in the south-west area and relevant factors, and provide evidence for mental health education and health promotion activities. Methods 1143 middle and primary teachers were randomly selected from Chongqing City, Guizhou Province and Sichuan Province. SCL - 90, PSSS, SCCS and TCSQ were used to study their mental health, and the results were analyzed by descriptive statistical analysis and regression analysis. Results The score of SCL - 90 of southwestern primary and secondary school teachers ( 144. 24 ± 47. 96) are significantly higher than the national adult norms ( 129. 96 ± 38. 76 ). The score of SCL -90 of male teachers (145. 12 ± 51. 49) are significantly higher than female teachers ( 143. 49 ± 44. 78). The score of SCL - 90 of junior middle school teachers (148. 23 ± 52. 68) are highest. The score of SCL - 90 of the teachers which the own teaching level evaluation for "poor" is the highest ( 162. 85 ±54. 95) , with statistical significance (P <0. 05). All the difference are significant in statistics. Perceived Social Support, Self Consistency Congruence and Coping Style are sig-nificant correlate with mental health. Further regression analysis found that Perceived Social Support, Self Consistency Congruence and Coping Style can influence the teachers' mental health. And their partial correlation coefficients (R = 0.347, R =0.419, R= 0.465, R =0.478) all reach the significant level. Conclusion The southwestern teachers' mental health level is low and the regional, gender, different teaching stage are the influence factors of southwestern pri-mary and secondary school teachers' mental health. Southwestern primary and secondary school teachers' psychological health should be pay more attention. Strengthen the southwestern teachers' mental health which plays an important role to improve the quality of local teaching.%目的 了解西南地区中小学教师的心理健康状况,为开展针对性的心理健康教育和心理健康促进提供依据.方法 采用随机抽取方法,对1143名来自重庆市、贵州省、四川省的中小学教师进行自我和谐量表、SCL-90、领悟社会支持量表及特质应对方式问卷调查,并对调查结果进行描述性统计分析和逐步回归分析.结果 西南地区中小学教师SCL-90总均分(144.24±47.96)分高于全国成人常模(129.96±38.76)分;其中男性教师得分(145.12±51.49)分高于女性教师(143.49±44.78)分;不同学段中初中教师得分最高(148.23±52.68)分;对于自身教学水平中评价为“比较差”的教师得分最高(162.85±54.95)分,差异均有统计学意义(P＜0.05);领悟社会支持、自我和谐及积极应对、消极应对与心理健康存在显著相关,进一步回归分析发现领悟社会支持、自我和谐及积极应对、消极应对均对教师心理健康具有一定的影响和调节作用,其偏相关系数(R=0.347、R=0.419、R=0.465、R=0.478)均达到显著水平.结论 西南地区中小学教师心理健康状况总体水平较低且他们的心理健康水平与地域、性别,教学学段有关.西南地区中小学教师心理健康应得到进一步关注,加强教师心理键康状况对提高西南地区中小学教学质量起着至关重要的作用.
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