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Psychological Support for Public-Funded Normal Students Engaged in Teaching Profession

Shize Zhi1,2,*

1 School of Public Administration, Hunan Normal University, Changsha, 410081, China
2 Changsha Normal University, Changsha, 410100, China

* Corresponding Author: Shize Zhi. Email: email

International Journal of Mental Health Promotion 2022, 24(6), 883-900.


Among primary and secondary school teachers in China, 70% of teachers believe facing more significant occupational pressure. 63.8% of teachers clearly stated that occupational stress had caused a tremendous impact on them. And this has had adverse effects on them, such as mental, physical, and personal development. This paper studies the group of public-funded regular students from the perspective of psychological support. This paper uses the SCL-90 form to investigate the professional psychology of teachers for the psychological support of public-funded regular students engaged in the teaching profession. And it conducts a survey on the curriculum setting and satisfaction of the public-funded regular students during their study stage. The experimental results of this paper show that only 11.9% of public-funded regular students are very willing to take root and serve township education. Moreover, the psychological pressure of teachers at different educational stages is quite different.


Cite This Article

Zhi, S. (2022). Psychological Support for Public-Funded Normal Students Engaged in Teaching Profession. International Journal of Mental Health Promotion, 24(6), 883–900.

cc This work is licensed under a Creative Commons Attribution 4.0 International License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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