Primary and secondary school mental health teachers in professional identity of intervention programs

Hao Lei, Cheng Guo, Yanling Liu

Faculty of Psychology & Center for Students’ Mental Health, Southwest University, Chongqing, China.

DOI: 10.4236/health.2012.412191                

Abstract

To explore the impact of teacher training on the professional identity of primary and secondary school mental health teachers, this study conducted a half-month professional development training program to 54 primary and secondary school mental health teachers, and performed measurement on the professional identity of the teachers in the experimental group and the control group with “Teachers’ Professional Identity Questionnaire”. The result shows that after the training there is a significant improvement in the professional identity of the teachers in the experimental group, and the teachers’ scores on the four dimensions of profession identity: the sense of role, the professional behavioral tendency, the occupational values, and the sense of belonging, all increased significantly. This indicates that the curriculum intervention for the primary and secondary school mental health teachers could effectively improve the teachers’ professional identity.

Keywords

Primary and Secondary School; Mental Health Teachers; Professional Identity; Curriculum Intervention

Conflicts of Interest

The authors declare no conflicts of interest.

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