Exploring the Relationship between Psychological Capital and Teaching Willingness of Children's Music Education Teachers

Abstract

This study aims to deeply analyze the psychological capital status of children's music education teachers and explore the complex relationship between it and their willingness to teach. Clarified the concept and composition of psychological capital, as well as the connotation and influencing factors of willingness to teach. Subsequently, diversified research methods were adopted to ensure the scientific validity and accuracy of the study. The research results show that the psychological capital level of children's music education teachers is generally high, and there is a significant correlation with their willingness to teach. Further discussion revealed the complex impact mechanism of various dimensions of psychological capital on the willingness to teach, and based on this, targeted strategic suggestions were proposed to enhance teachers' psychological capital level, thereby consolidating and strengthening their willingness to teach.