乡村振兴背景下农村中小学教师心理健康教育胜任力现状调查
Investigation on the Current Status of Mental Health Education Competency among Rural Primary and Secondary School

本研究旨在调查乡村振兴背景下农村中小学教师心理健康教育胜任力现状，以期为针对性提升其心理健康教育胜任力提供依据。采用分层随机抽样法对湖南省邵阳市、新邵县等多所农村中小学420名学科教师，运用农村中小学教师心理健康教育胜任力问卷展开调查，分析探讨其胜任力水平及影响因素。结果显示，所调查的教师胜任力总均分3.42 ± 0.66，呈中等偏上水平，其中伦理规范、知识积累得分较高，乡村情怀、能力技巧得分偏低。男性教师在自我调整上优于女性(t = 2.116, P < 0.05)，女性教师在知识积累与能力技巧2表现更优(t = 2.529，t = 2.685，均P < 0.05)。不同教龄的学科教师在能力技巧1、自我调整、能力技巧2及知识积累这四个因子上的差异有统计学意义性(P值 < 0.05)。研究表明，农村教师外显知识基础较好，但内隐动机与实操能力不足。建议优化培训结构、关注性别差异、培育乡村情怀，以提升农村教师心理健康教育胜任力，助力乡村教育振兴。
This study aims to investigate the current situation of the competence of rural primary and secondary school teachers in mental health education in the context of rural revitalization, with a view to providing a basis for targeted improvement of their competence in mental health education. The stratified random sampling method was used to conduct a survey among 420 subject teachers from multiple rural primary and secondary schools in Shaoyang City and Xinshao County, Hunan Province. The questionnaire on the competence of rural primary and secondary school teachers in mental health education was used to analyze and explore their competence level and influencing factors. The results showed that the total average score of the surveyed teachers’ competence was 3.42 ± 0.66, which was at an above-average level. Among them, the scores of ethical norms and knowledge accumulation were relatively high, while the scores of rural sentiment and ability skills were relatively low. Male teachers were better than female teachers in self-regulation (t = 2.116, P < 0.05), and female teachers performed better in knowledge accumulation and ability skills 2 (t = 2.529, t = 2.685, both P < 0.05). There were statistically significant differences (P < 0.05) among subject teachers with different teaching years in the four factors of ability skills 1, self-regulation, ability skills 2, and knowledge accumulation. The research indicates that rural teachers have a good foundation of explicit knowledge, but lack implicit motivation and practical operation ability. It is recommended to optimize the training structure, pay attention to gender differences, and cultivate rural sentiment, so as to improve the competence of rural teachers in mental health education and contribute to the revitalization of rural education.