采用自我和谐量表(SCCS),对江西省宜春市6所中学的275名教师进行了问卷调查。结果表明,大多数中学教师自我处在比较和谐状态,但个体差异较大,有一部分教师自我和谐水平不高;教师自我和谐水平在年龄、教龄、学历、职称、人际关系、工作能力等方面存在差异(p(0.05);而性别、是否班主任等对自我和谐没有显著影响。提示相关管理部门应采取针对性的干预措施,以维护中学教师的心理健康。 A total of 275 teachers from 6 middle schools in Yichun City of Jiangxi Province were surveyed by using self-consistency scale (SCCS). The results show that most middle school teachers are in a comparatively harmonious state of themselves, but their individual differences are quite different. Some teachers’ self-harmony level is not high. The self-harmony level of teachers exists in terms of age, teaching age, academic record, job title, interpersonal relationship and working ability (P <0.05), while gender, whether the head teacher or the like had no significant effect on self-harmony, suggesting that the relevant management department should take targeted interventions to maintain the mental health of middle school teachers.