An investigation into the process of reality shock in first-year teachers and the efficacy of a prevention program

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This study investigated the phenomenon of reality shock experienced by first-year thechers amd examined the effect of a prevention program. We conducted cross-sectional research and longitudinal research to determine whether the reality shock experienced in teaching affects first-year teachers's mental health. The cross-sectional research showed a significant correlation between reality shock related teaching adn stress response among first-year teachers. Moreover, the longitudinal research suggeted that reality shock significantly predicted stress response. In addition, first-year teachers underwent a mental health program that focused on coping with reality shock; we compared the program's effects on these teachers with those observed in a control group. The efficacy of the programn was not confirmedl but the program showed potential for use in the improvement of cognitive coping.