ISSN: 2222-6990
Open access
This study scrutinizes the dynamic relationship between personal characteristics, the hardships of the teachers, as well as the areas worth resources’ input in the Jiangxi Province psychological instructors' development in China Considering the great impact of psychology education to both mental health and social development in China, this study advocates the educational policy of having well-trained instructors or lecturers as the country's educational framework propels to new levels. The framework that has been used is the positivism one, with a descriptive research design having a thematic analysis as the approach. By means of thematic analysis of the interaction of relevant literature, the critical findings are uncovered, demonstrating the highly relevant role of dispositions such as conscientiousness, openness and emotional intelligence as the factors that shape the job performance of psychology instructors. Also, the study puts the list of challenges experienced by teachers, with particular cases had during COVID-19 pandemic, making it clear that specific interventions are needed in order to reduce stress and build resilience. Approaches to changement, namely technology integration and learner-oriented approaches, have been highlighted as the most critical part of good teaching. The suggestion will be given to publish customized professional learning initiatives and interdisciplinary research partnerships in order to solve specific discipline problems and forge innovation in psychology learning and teaching. Overall, therein lies the message of the study that introspection into the mystery of the complexity the relations between different personality traits, teaching problems and pedagogical techniques as cook’s ingredients of the high quality psychology education of Jiangxi Province and wider.
Backfisch, I., Lachner, A., Stürmer, K., & Scheiter, K. (2021). Variability of teachers’ technology integration in the classroom: A matter of utility!. Computers & Education, 166, 104159.https://psyarxiv.com/87nav/download?format=pdf
Csanadi, A., Kollar, I., & Fischer, F. (2021). Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?. European Journal of Psychology of Education, 36, 147-
168.https://link.springer.com/article/10.1007/s10212-020-00467-4
Liu, F., Chen, H., Xu, J., Wen, Y., & Fang, T. (2021). Exploring the relationships between resilience and turnover intention in Chinese high school teachers: considering the moderating role of job burnout. International Journal of Environmental Research and Public Health, 18(12), 6418.https://www.mdpi.com/1660-4601/18/12/6418/pdf
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94,
102352.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7443158/
Onyema, E. M. (2020). Integration of emerging technologies in teaching and learning process in Nigeria: the challenges. Central Asian Journal of Mathematical Theory and Computer Sciences, 1(1), pp.35-
39.https://cajmtcs.centralasianstudies.org/index.php/CAJMTCS/article/download/22/16
Shahid, F., Aleem, M., Islam, M. A., Iqbal, M. A., & Yousaf, M. M. (2019). A review of technological tools in teaching and learning computer science. Eurasia Journal of Mathematics, Science and Technology Education, 15(11),
em1773.https://www.ejmste.com/download/a-review-of-technological-tools-in-teaching-and-learning-computer-science-7731.pdf
(Qun & Suan, 2024)
Qun, Y., & Suan, W. H. (2024). Personality Traits As Predictors of Psychological Education Teacher’s Job Performance in Jiangxiprovince, China. International Journal of Academic Research in Business & Social Sciences, 14(3), 965–974.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seenavc at: http://creativecommons.org/licences/by/4.0/legalcode