The Impact Of Covid-19 Pandemic And Institutional Psychological Climate On Teachers' Mental Health In China

Abstract

The COVID-19 pandemic has significantly impacted various sectors, including education, where teachers have faced unprecedented challenges. This paper examines the effects of the COVID-19 pandemic and institutional psychological climate on the mental health of teachers in China. Using a mixed-methods approach, the study explores how the shift to online learning, increased workload, fear of infection, and the broader psychological environment within educational institutions have contributed to stress, anxiety, and burnout among teachers. Quantitative data was collected through surveys, while qualitative insights were gathered through semi-structured interviews with Chinese teachers across various educational levels. The findings reveal a strong correlation between institutional psychological climate and teachers' mental health outcomes during the pandemic, highlighting the need for better support systems, mental health resources, and adaptive policies within educational institutions. Recommendations for mitigating the mental health impacts of such crises on educators are provided.