Effect of building identity in foreign language teachers’ cooperative team on anxiety

Abstract

Background

Teacher anxiety disorder refers to teachers’ frequent anxiety and related symptoms, which may seriously affect their teaching work and quality of life if not managed and treated in a timely and effective manner. Therefore, it reminds us that the research on building identity psychology in foreign language teachers’ cooperative teams is very important for the treatment of teacher anxiety.

Objects and Methods

80 teachers who participated in the cooperative team of foreign language teachers were selected as the research objects. The anxiety symptoms of the teachers were assessed by the Stanford Acute Stress Response Questionnaire and the 3-minute Disorder Assessment Scale. In addition, SPSS 23.0 was used for data analysis, and correlation analysis and multiple regression analysis were used.

Results

The results showed that there was a significant correlation between teachers’ cooperative team identity and their anxiety disorder (correlation coefficient -0.45, P<0.01). Teachers showed lower anxiety symptoms in cooperative teams with higher levels of identity psychology. Multiple regression analysis showed that identity psychology was a significant factor in predicting teacher anxiety (β=-0.35, P<0.05), and the significance level was higher than other control variables.

Conclusions

The research shows that improving the level of cooperative team identity can reduce the anxiety symptoms of foreign language teachers and improve their job satisfaction and teaching effect. In the practice of foreign language education, we should pay attention to strengthening and building cooperative team identity and cultivating positive identity psychology to promote the development and growth of teachers and students.