【摘要】 心理困扰理论为系统探讨中小学教师焦虑的多重影响因素提供了理论框架，这些因素包括工作负担、个人特质、教学环境、社会支持及情感调节。通过对2 502名教师的调研数据进行分层多元回归分析，结果发现主观工作负担对焦虑的影响最为直接，职称、是否担任班主任以及学校所在地是影响教师焦虑水平的显著因素。高职称教师和担任班主任的教师焦虑水平显著较高，已婚教师的焦虑水平较低，教龄较短的教师则更容易感到焦虑。学校所在地的经济发展水平对教师焦虑有显著影响，发达地区的教师焦虑水平较低。良好的同事关系和支持性的学校管理制度有助于减轻焦虑。社会地位认同和职业认同感与教师焦虑呈显著负相关。基于这些发现，学校应关注教师的主观感受，提供适应支持和减压措施。建议学校和教育部门优化任务分配，特别是减少高职称教师和班主任教师的额外责任，提供心理支持和减负措施。对教育资源较匮乏地区应增加投入，改善教师的工作和生活条件，并且建立面向重点岗位教师的支持机制，提供弹性排课、行政事务托管和周期性心理辅导等服务。加强教师的社会支持系统，通过团队建设、教师支持小组与导师制等方式增强教师间的情感联结，并优化校内沟通与管理流程，提升同事关系和学校管理制度的质量。教师应学会自我管理工作负担，并利用学校资源进行压力管理。同时，通过职业发展培训和心理健康教育提升教师的职业认同感和社会地位认同感。更多还原

【Abstract】 The theory of psychological distress provides a theoretical framework for systematically exploring the multiple influencing factors of anxiety among primary and secondary school teachers, including workload, personal traits, teaching environment, social support, and emotional regulation. A stratified multiple regression analysis of survey data from 2,502 teachers reveals that subjective workload has the most direct impact on anxiety. Professional rank, whether in charge of a class’ s daily management and student welfare, and school location are significant factors influencing teachers’ anxiety levels. Teachers with higher professional ranks and those in charge of a class’ s daily management and student welfare exhibit significantly higher anxiety levels, while married teachers report lower anxiety levels, and teachers with shorter teaching experience are more prone to anxiety. The level of economic development in the school’s location significantly affects teachers’ anxiety, with teachers in more developed areas reporting lower anxiety levels. Good colleague relationships and supportive school management systems help alleviate anxiety. Perceived social status and professional identity are significantly negatively correlated with teacher anxiety. Based on these findings, schools should pay attention to teachers’ subjective feelings and provide adaptive support and stress-reduction measures. It is recommended that schools and education departments optimize task allocation, particularly by reducing additional responsibilities for teachers with higher professional ranks and those in charge of a class’ s daily management and student welfare, while offering psychological support and workload relief measures. Increased investment should be directed toward areas with relatively scarce educational resources to improve teachers’ working and living conditions. Additionally, support mechanisms for key positions should be established, including flexible scheduling, administrative task delegation, and periodic psychological counseling. Strengthening teachers’ social support systems, through team-building activities, teacher support groups, and mentoring programs, can enhance emotional connections among teachers. Furthermore, optimizing internal communication and management processes can improve colleague relationships and the quality of school management systems. Teachers should learn to manage their own workloads and utilize school resources for stress management. At the same time, professional development training and mental health education should be promoted to enhance teachers’ sense of professional identity and perceived social status.更多还原