Author(s)

Guo Dan ¹

Affiliation(s)

¹ School of Foreign Languages, Anshan Normal University, Anshan, Liaoning, China

Corresponding Author

Guo Dan

ABSTRACT

In this study, a total of 308 primary and secondary school teachers from Anshan City were selected to participate in a questionnaire survey. Path analysis was employed to investigate the relationships among variables related to teachers' social mentality. The findings revealed a relatively high level of "social mentality" among primary and secondary school teachers in Anshan. A significant disparity in job satisfaction levels was observed based on teachers' educational backgrounds, indicating the crucial role played by general self-efficacy and job involvement in this mechanism.

KEYWORDS

Teachers' social mentality, Job satisfaction, Social cognition, Social emotion, Job involvement, Social support

CITE THIS PAPER

Guo Dan, A Study on the Present Status of the Social Mentality among Primary and Secondary School Teachers in Anshan. Applied & Educational Psychology (2023) Vol. 4: 37-42. DOI: http://dx.doi.org/10.23977/appep.2023.040706.

REFERENCES

[1] Zhou W. (2020). Teacher Evaluation: What to Evaluate and How to Evaluate—Interview with Professor Lee Shulman of Stanford University. Global Education Perspectives, (12), 3-12. 
[2] Yang Z., He M., & Zeng L. (2019). The Effect of Social Support on Teachers' Job Engagement. Psychological Technology and Application, 7 (02), 65-70. 
[3] Wang J. & Chen M. (2018). Chinese Social Mentality Research Report. Beijing: Social Sciences Academic Press, 11. 
[4] Li J. & Hui Y. (2019). A Comparative Analysis of the Self-efficacy of Middle School Novice English Teachers and Expert English Teachers. English teacher, (09), 42-44. 
[5] Guo Z., Xie B., & Cheng Y. (2017). Development Opportunity, Optimism, and Job Engagement: The Moderating Role of Task Conscientiousness. Psychological Science, 40 (1), 160-167. 
[6] Guo J. & Zhao B. (2019). The Influence of Teacher Support on School Bullying in Grades 4-9: the Mediating Role of School Belonging. China Special Education, (01), 72-76.

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