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

Abstract

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.