Abstract

Physical education teachers in rural primary schools experience significant occupational stress that impacts their well-being, job satisfaction, and teaching effectiveness. The rapid implementation of China’s “health first” educational policy has intensified demands on rural physical education teachers, while existing support systems remain inadequate. This research aimed to: (1) investigate occupational stressors that affect physical education teachers in rural primary schools in Guangxi Province, (2) assess current and desired states of occupational stress management support systems, and (3) develop a comprehensive occupational stress management program based on contemporary adult learning theory. A three-phase sequential mixed-methods design was employed. Phase 1 validated five occupational stressor categories through expert consultation (n=5). Phase 2 assessed current and desired states using surveys with 378 stakeholders from rural primary schools. Phase 3 developed and validated a stress management program incorporating experiential learning (70%), peer learning (20%), and formal training (10%). Five primary stressor categories were identified: student situations, work situations, parent situations, interpersonal relationships, and occupational demands. Significant gaps existed between current support levels (X̅=1.92, low level) and desired support levels (X̅=4.01, high level), with improvement gaps ranging from 1.97 to 2.17 points across all stressor categories. Expert validation confirmed high program suitability (X̅=4.65) and feasibility (X̅=4.20). This study provides the first comprehensive framework for addressing occupational stress among rural physical education teachers in China. The developed program offers a systematic, evidence-based approach combining theory and practice with demonstrated high suitability and feasibility for implementation.

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