Multidimensional Stress and Buffering Mechanisms: Research on Promotion Pathways for the Mental Health of Primary and Secondary School Teachers from a Social Support Perspective

在当代教育变革加速的背景下，教师心理健康问题呈现出多源压力系统叠加的复杂态势。一方面，持续深化的教育教学改革不仅带来教学模式与评价体系的频繁更新，更与职业固有的高负荷形成复合性压力源；另一方面，教师职业的特殊性使其深陷角色冲突漩涡，多元主体的差异化期望进一步加剧了角色张力。这种普遍性职业压力与特殊性角色压力的双重挤压，导致教师群体普遍出现以情绪衰竭、去人性化冷漠及职业低成就感为核心表征的职业倦怠，严重损耗其心理能量与职业价值感。面对系统性压力，社会支持作为关键保护机制，通过多维支持网络协同缓冲职业压力，能够有效缓解教师心理损耗并增强应对韧性。Amidst the accelerating pace of contemporary educational reforms, teacher mental health issues present a complex landscape characterized by the overlapping of multi-source stress systems. On one hand, continuously deepening educational and pedagogical reforms not only bring frequent updates to teaching models and evaluation systems but also compound the inherent high workload of the profession, creating compound stressors. On the other hand, the unique nature of the teaching profession traps educators in a vortex of role conflict, where the divergent expectations of multiple stakeholders further intensify role strain. This dual pressure—stemming from universal occupational stress and distinctive role-specific stress—leads to widespread professional burnout among teachers, manifested primarily through emotional depletion, dehumanized apathy, and diminished professional accomplishment. This severely depletes their psychological energy and sense of professional value. In response to such systemic stress, social support serves as a critical protective mechanism. By collaboratively buffering occupational stress through a multidimensional support network, it can effectively alleviate teachers’ psychological attrition and enhance their resilience.