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Effect of Resilience on the Mental Health of Special Education Teachers: Moderating Effect of Teaching Barriers

Authors Zhang M, Bai Y, Li Z

Received 17 April 2020

Accepted for publication 18 June 2020

Published 3 July 2020 Volume 2020:13 Pages 537—544


Checked for plagiarism Yes

Review by Single-blind

Peer reviewer comments 2

Editor who approved publication: Professor Igor Elman

Min Zhang,1,* Yu Bai,1,* Zhizhuan Li2

1College of Education, Huaibei Normal University, Huaibei, People’s Republic of China; 2College of Education, Fuyang Normal University, Fuyang, People’s Republic of China

*These authors contributed equally to this work

Correspondence: Min Zhang; Zhizhuan Li Email

Purpose: The study intended to explore the effect of resilience on the mental health of special education teachers and the moderating effect of teaching barriers.
Methods: A sample of 681 special education teachers were recruited to complete the questionnaires of the Chinese Adult Resilience Scale, the Symptom Checklist (SCL-90) and the Teaching Barrier to Special Education Teacher Questionnaire.
Results: The study found that 1) there was a significant correlation between resilience and mental health symptoms of the special education teachers, and resilience and its different factors had significant negative predictive effects on mental health symptoms and its different factors; and 2) teaching barriers played a negative moderating role on the effect of resilience on mental health symptoms.
Conclusion: The results of the study demonstrated the significance of constructing the theoretical framework of promoting special education teachers’ mental health, and it could enlighten researchers and educators to improve the mental health level of special education teachers by enhancing resilience and removing teaching barriers.

Keywords: resilience, teaching barrier, mental health, mental health symptom, special education teacher, moderating effect

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