Teachers’ mental health becoming worse: The case of China

Yang, Rulai; You, Xuqun; Yu, Zhongbo; Lian, Ling; Feng, Wei

doi:10.1016/j.ijedudev.2019.102077

Cited by 41 publications

(39 citation statements)

References 38 publications

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“…Similar research on principal emotions is ongoing (e.g., Chen and Guo 2020 ; James et al 2019 ). A meta-analysis project (Yang et al 2019 ) covering 116 studies in mainland China revealed a high likelihood of Chinese teachers experiencing some negative emotions such as anxiety and frustration. Chinese principals, too, are affected by high anxiety levels, feeling frustrated, and hopeless in their work (Chen 2020b ).…”

Section: Introductionmentioning

confidence: 99%

Teacher Leaders’ Emotions Mirror Teacher Professionalism via Collegial Trust

Tian-jun

Chen

Bryant

2021

Asia-Pacific Edu Res

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The current study explores teacher leaders' emotions and its relationship with teacher professionalism and collegial trust in the Chinese context. A sample of 477 teacher leaders in China responded to three measures, namely, teacher leader emotions, teacher professionalism and trust in colleagues. To analyse the data, confirmatory factor analysis and structural equation modelling were utilised. The results confirmed three hypotheses on the relationships between three constructs. Specifically, positive emotions (e.g., pride and love) from teacher leaders positively and significantly affected their trust in colleagues. Moreover, enjoyment positively affected, and fatigue and anxiety negatively affected, teacher professionalism. The structural model showed that enjoyment, anxiety, and fatigue of teacher leaders directly affected teacher professionalism but pride and love indirectly affected teacher professionalism mediated by their trust in colleagues. It is also interesting to note that pride negatively affected teacher professionalism through collegial trust. Implications and future directions are proposed in the form of theory and practice.

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Section: Introductionmentioning

confidence: 99%

Teacher Leaders’ Emotions Mirror Teacher Professionalism via Collegial Trust

Tian-jun

Chen

Bryant

2021

Asia-Pacific Edu Res

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“…Teachers in China are not an exception. A recent meta-analysis project with 116 studies in China (Yang et al, 2019) has indicated that Chinese teachers have sustainably undergone a high level of negative emotions (e.g., stress, anxiety). The NFER report also warned that teachers' negative emotions will multiply if there are no prompt and effective actions to provide teachers with more support.…”

Section: Introductionmentioning

confidence: 99%

Emotional Trajectory at Different Career Stages: Two Excellent Teachers’ Stories

2020

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The current study aimed to investigate excellent teachers' emotional journey, particularly, the trajectory of emotional experiences and emotional labor strategies at different career phases. The research used a case-study approach to explore the storied experience of two teachers (female and male) who were bestowed the Provincial Excellent Teacher Award. They were close to retirement so they could retrieve emotional experiences from across their entire career. Individual semi-structured interviews were utilized as a major data source, supplemented with relevant documentation and phone calls to achieve data triangulation. Thematic analysis was adopted to deal with data. The findings demonstrated a dynamic pattern of emotions and emotional labor, transiting from one teacher career stage to another. It was observed that the female teacher experienced mixed emotions but the male teacher had more negative emotions at the early stage. Both teachers claimed more positive emotions in the middle stage and a high level of satisfaction in the late stage. Both of them employed genuine expression and surface acting strategies in the first two stages. In the late stage, the female teacher used a combination of genuine expression and deep acting with more empathy, whilst the male teacher adopted a combination of surface acting and genuine expression aiming for a neutral atmosphere. Social values, organizational demands professional self, and gender are discussed for possibly resulting in these discrepancies.

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“…First, the results indicate that as teachers' experience increases, preschool teachers exhibit a trend toward increases in mental health symptoms. This result was supported by a meta-analysis, which indicated that during the period of 1998-2013, Chinese teachers' mental health becomes worse (Yang et al, 2019). However, despite its extreme importance, the mental status of teachers is still worrying.…”

Section: Preschool Teachers' Mental Healthmentioning

confidence: 87%

“…The SCL-90-C has been used in various contexts and was proved to have adequate reliability and validity among non-clinical populations in China, including within educational settings ( Fan et al, 2016 ; Yang et al, 2019 ). Despite the relative large amount of items in SCL-90-C, it can detect multiple symptoms of mental health.…”

Section: Methodsmentioning

confidence: 99%

What Is the Relationship Between Empathy and Mental Health in Preschool Teachers: The Role of Teaching Experience

Huang

2020

Front. Psychol.

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Teachers’ mental health becoming worse: The case of China

Cited by 41 publications

References 38 publications

Teacher Leaders’ Emotions Mirror Teacher Professionalism via Collegial Trust

Teacher Leaders’ Emotions Mirror Teacher Professionalism via Collegial Trust

Emotional Trajectory at Different Career Stages: Two Excellent Teachers’ Stories

What Is the Relationship Between Empathy and Mental Health in Preschool Teachers: The Role of Teaching Experience

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