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MINISTRY OF EDUCATION AND TRAINING HANOI UNIVERSITY OF EDUCATION DO THI THUY PSYCHOLOGICAL DIFFICULTIES IN CLASSROOM TEACHER PRACTICE OF PEDAGOGICAL STUDENTS Major: Psychology Code: 9.31.04.01 SUMMARY OF PSYCHOLOGY PhD THESIS HA NOI – 2023 The thesis was completed at Department of Psychology – Hanoi University of Education SCIENTIFIC INSTRUCTORS: Prof Dr NGUYEN THI HUE Review 1: Review 2: Review 3: The thesis will be presented before the Board of thesis review at Hanoi University of Education on .h day month year The thesis can be found at: National Library, Hanoi or the library of Hanoi National University of Education LIST OF AN AUTHOR'S DISCLOSED WORKS Do Thi Thuy (2022), "Research on psychological difficulties in the practice of classroom teachers of pedagogical students", Vietnam Psychology Journal, No 10, pp.117-122 Do Thi Thuy (2023), "The reality of psychological difficulties in the practice of classroom teachers of pedagogical students", Vietnam Journal of Psychology, No 6, pp.141-151 Do Thi Thuy (2023), "The actual state of expression of psychological difficulties of pedagogical students in the practice of classroom teacher under the influence of the current social change context", Proceedings of the International Conference: Psychology learning, education in the context of social change, Dan Tri Publishing House, pp.620-627 Do Thi Thuy (2023), "The current situation of coping with psychological difficulties in the practice of being a classroom teacher of pedagogical students", Proceedings of the International Conference: School psychological issues, Social Sciences Publishing House , pp 454-465 PREAMBLE The reason for choosing the topic The classroom teacher is the soul, who is responsible for the comprehensive education of the class he/she is in charge of The homeroom teacher plays a very important role, being the bridge between the students and the school, the coordinator of educational forces inside and outside the school A teacher in a high school not only has the function of a subject teacher but also plays an extremely important role in the organization of student personality education In order to fulfill that noble mission, teachers need to be trained in the practice of classroom management right from the time they are studying in a pedagogical school The practice of classroom teacher for pedagogical students is extremely important, this is the process of applying basic knowledge of psychology - education into the reality of the school environment in order to achieve fluency and proficiency in classroom management Through the practice of classroom leadership, pedagogical students will begin to form basic skills for future classroom management activities However, in fact, although pedagogical students have been trained in the basic knowledge of psychology - education, but when applied in practice classroom management, pedagogical students still have many doubts and difficulties, even some students are confused as to where to start, how to approach students appropriately The problem of psychological difficulties in the practice of classroom management of pedagogical students is not much and has not been studied systematically Research purposes Theoretical research, current situation and evaluation of factors affecting psychological difficulties in the practice of being a class leader of pedagogical students On that basis, the author proposes recommendations to minimize students' psychological difficulties in performing class tasks, contributing to improving the quality of teacher training Research subject and object 3.1 Research object - Survey subjects: 628 second-year students of universities: Hanoi National University of Education, Hong Duc University and Hanoi Metropolitan University; 51 high school teachers give practical guidance - In-depth interviews with 10 pedagogical students studying at Hanoi National University of Education and 10 pedagogical students studying at Hanoi Metropolitan University - In-depth interviews with 10 high school teachers to guide practice - In-depth interviews with 06 teachers of the pedagogical school to guide practice 3.2 Research subject The level and manifestation of psychological stress in the practice of classroom leadership of pedagogical students Scientific hypothesis Through preliminary theoretical and practical surveys, it can be assumed that: - Most pedagogical students have psychological difficulties in practicing class leadership at "low" and "moderate" levels Considering the three aspects of cognition, emotion, and behavior, the behavioral aspect shows the highest level of difficulty There is not much difference in the level of manifestation of psychological difficulties in the classroom practice of pedagogical students according to gender and major; There is a clear difference in the level of manifestation of psychological difficulties in the classroom practice of pedagogical students according to their learning results - Psychological difficulties in practicing classroom leadership of pedagogical students are influenced by many objective and subjective factors Among them, the strongest influencing factor belongs to the students themselves, which is their sense of self-learning and self-training, and the strongest influencing objective factor is the working style of the instructors - To minimize negative consequences in the classroom practice of pedagogical students, we can use measures to influence awareness and attitudes and impact on behavior and habits related to class homeroom practices for students Research mission 5.1 Review of studies on psychological difficulties in classroom teacher practice of pedagogical students 5.2 Surveying, analyzing and evaluating the actual status of the manifestation of psychological difficulties in the practice of classroom leadership of pedagogical students and the current situation of factors affecting psychological difficulties in the practice of classroom leadership of pedagogical students; 5.3 In-depth analysis of typical cases in groups of students with low and high psychological difficulties; Proposing recommendations to minimize students' psychological difficulties in practicing class leadership, contributing to improving the quality of teacher training Scope of research topic 6.1 About the research object Classroom homeroom practice is a content of educational practice In this thesis, we study the practice of being a class leader in the following subjects: education, educational psychology, and pedagogical communication in high schools The thesis focuses on clarifying the level of manifestation of psychological difficulties in terms of cognition, emotion, and behavior in the practice of being a homeroom teacher in the following contents: Understanding the individual and collective characteristics of the homeroom class; Plan the class and organize regular class activities There are many factors that affect psychological difficulties in the classroom practice of pedagogical students However, in this study, we focus on studying the factors that affect psychological difficulties in the classroom practice of pedagogical students, including: Personal factors are the sense of self-learning , self-training; career interest; motivation to choose a career and objective factors such as training content and program; psychological atmosphere in high schools; Instructor's working style; A group of high school students practicing homeroom 6.2 About time to survey the situation From February 2022 to December 2022 Research methods and approaches 7.1 Approach method 7.1.1 Approach from the point of view of operation theory When studying psychological difficulties in classroom teacher practice of pedagogical students, we study through the specific activities of students in the classroom practice environment at high schools Thereby, the psychological difficulties in the practice of classroom teacher of pedagogical students are revealed 7.1.2 Approach from an interdisciplinary perspective When studying psychological difficulties in professional practice of pedagogical students, we research in a specific working environment, which is a classroom practice environment Therefore, in order to consider how these psychological difficulties arise, it is necessary to have an interdisciplinary combination such as psychology, education, labor psychology, teacher psychology , thereby better understanding the psychological difficulties revealed in the practice of classroom management 7.1.3 Approach from the system-structure point of view When finding out the psychological difficulties in the practice of classroom teacher of pedagogical students, it is necessary to consider it in the interrelationship of factors such as practice experience, gender, career interest, competence, psychological atmosphere, school culture 7.1.4 Approach from a development perspective Research on psychological difficulties in classroom teacher practice of pedagogical students needs to be placed in a specific period (age, time of study) and a specific space to recognize those psychological difficulties in movement, development and change not only in the present but also in the foreseeable future 7.2 Research Methods (1) Research method of documents and documents; (2) Expert method; (3) Survey method by questionnaire; (4) Observation method; (5) In-depth interview method; (6) Method of case study and portrait description; (7) Method of active product research; (8) Method of data processing by mathematical statistics New contribution of the thesis 8.1 About the theory The thesis has built a theoretical system of psychological difficulties in the practice of being a class leader of pedagogical students such as: building the concept "Psychological difficulties of pedagogical students in the practice of being a class leader"; Point out the manifestations of psychological difficulties of students in the practice of being a class leader in awareness, attitude and behavior; Factors affecting the psychological difficulties of pedagogical students in the practice of being a class leader This is an issue that has rarely been studied in depth and systematically in Vietnam 8.2 About the practice Research results on the current state of psychological difficulties in the classroom practice of pedagogical students show that: The majority of students have difficulties at low and average levels, with only a small percentage of students having difficulties at high levels Psychological difficulties in practicing classroom leadership of pedagogical students manifest in all three aspects of awareness, attitude and behavior and they are closely related to each other Research results also show that the majority of students with good academic results have fewer psychological difficulties than students with average academic results There are many factors that affect psychological difficulties in the classroom practice of pedagogical students, of which the factors of self-learning and selftraining are considered to have the greatest influence The research results of the thesis contribute to creating a scientific basis for building training programs and overcoming psychological difficulties in practicing class leadership This is also a useful reference for managers, researchers, and lecturers at higher education institutions to train teachers with more appropriate educational measures and methods, more effectively helps pedagogical students limit psychological difficulties in practicing class leadership The structure of the thesis In addition to the introduction, conclusion and recommendations, list of published works related to the thesis, list of references and appendices, the thesis includes 03 chapters: Chapter Theoretical basis of psychological difficulties in the practice of classroom teachers of pedagogical students; Chapter Research organization and methods; Chapter Results of practical research on psychological difficulties in the practice of classroom teachers of pedagogical students CHAPTER THEORETICAL BASIS OF PSYCHOLOGICAL DIFFICULTIES IN THE PRACTICE OF CLASSROOM TEACHERS OF PEDAGOGICAL STUDENTS 1.1 Overview of research on psychological difficulties in the practice of classroom teachers of pedagogical students 1.1.1 Studies on psychological difficulties in professional activities in some fields Healthcare workers, especially those in the treatment system, work in conditions with a high risk of psychological distress Research by Linn LS et al (1985), Agius RM et al (1996) shows that up to 25% of clinicians suffer from problems related to psychological difficulties such as stress, depression, anxiety and exhausted The authors Christine A Grant, Louise M Wallace, Peter C Spurgeon (2016) had a study related to understanding psychological factors affecting work performance of remote workers Research has confirmed the need to consider issues related to employees' mental health to ensure work efficiency Authors Muhammad Dawood Idrees, Maria Hafeez and Jung-Yong Kim (2017) refer to mental stress as a form of mental health that is negatively related to job satisfaction, performance as well as personal safety In Vietnam, there has also been a study to assess the level of occupational stress for health workers by the authors Nguyen Thi Bich Lien, Nguyen Thu Ha, Tran Van Dai, Nguyen Duc Son, Nguyen Thi Tham (2016) conducted Research shows that up to 22.2% of employees have high stress scores, 2/3 of employees have medium stress levels, proving that the percentage of medical staff suffering from negative psychological effects due to job characteristics is quite high Rural labor in general and rural women working abroad is an issue of interest to research by Nguyen Huu Minh and Nguyen Thi Thanh Tam (2014) The authors generally point out that the fact that Vietnamese workers go to work abroad has both positive effects (increasing income, changing the role of women in the family, changing the division of labor by gender…) and negative impacts (causing shortage or aging of the local labor force, placing the burden of home care and child care on the shoulders of the elderly, etc.) 1.1.2 Research on psychological difficulties in pedagogical activities The first stage of employment is called the "survival" period, meaning that it is possible to continue as a teacher after the first year, which takes a whole year for some to pass, some people take a few months, but others can get through it on the first day of work In Lang's (2001) study on the willingness to teach of newly graduated university teachers, many people find it difficult in the first year of work, they feel tired, stressed, lack work-life balance, have difficulty accessing support resources in school, it wasn't until the end of their first year of work that they began to feel a little easier, to feel that they had begun to overcome the difficulties of being a teacher Problems in classroom management are not only a problem for new teachers, but are also one of the main causes of teacher dissatisfaction and job abandonment Chang M L (2009) suggested that the assessment of student behavior and the performance of the teacher's tasks according to the pattern contributes to the increased experience of unpleasant emotions and gradually lead to teacher burnout Author Walker J M T (2009) also said that besides teaching to meet social needs and requirements of learners, teachers also struggle with classroom management 1.1.3 Studies on psychological difficulties in professional practice of pedagogical students - Studies on manifestations of psychological difficulties in professional practice of pedagogical students Ph.N Gonobolin believes that teachers need to have certain psychological qualities, if they lack these psychological qualities, they will face many psychological difficulties in teaching and educating students The author also affirms that the psychological qualities that have great significance in the life and activities of teachers are: careful thinking, pedagogical optimism and sincere closeness to children This is reflected in the love for children; be able to integrate into their lives; understand the children's feelings; at the same time as young as you at the right time These will gradually be consolidated in character, enabling teachers to easily master their pedagogical activities Thus, if the teacher is deficient in the above individual psychological qualities, it will create psychological difficulties in his pedagogical activities Author Nguyen Thi Thanh Binh (2008) has clarified the manifestations and hierarchy of psychological obstacles that pedagogical students encounter in communicating with students, specifically: Confusion when controlling communication with students Have not mastered their own psychological state; Fear of making pedagogical mistakes; Do not coincide with the mood between students and students; Inadequate understanding of students; Fear of class; Lack of contact with students - Studies on the influencing factors / causes of psychological difficulties in professional practice of pedagogical students Darling-Hammond believes that psychological preparation for teachers is very important, psychological preparation for teachers helps them overcome challenges arising in their educational activities [65] Author R P Chaplain, identified three factors that contribute to stress and psychological distress: behavioral management, workload, and lack of support [68] The authors John S Mapfumo, Natsirayi Chitsiko and Regis Chireshe have pointed out that the main causes of stress for pedagogical students when practicing in high schools are problems with difficult students, low allowances, heavy workload, lack of teaching facilities, overlapping supervision [82] Author Nguyen Thi Hue believes that psychological difficulties are caused by external factors (objective factors) and internal factors of individuals (subjective factors) External factors such as conditions, means of operation, family environment, social environment, indirectly affect the process of human activities Internal factors are those that come from the inner self of each individual when participating in activities such as: knowledge, experience, skills, techniques, interest and motivation, etc… directly affect the process and results of activities [33] Students not have much practical experience with teaching activities, lack of enthusiasm to guide some teachers, the difference in teaching methods between students and instructors is considered to be the main cause leading to psychological difficulties in the practice of students [24] - Research on measures to reduce psychological difficulties in professional practice of pedagogical students Authors Clemente Franco, Israel Manas, Adolfo J Cangas, Emilio Moreno, 11 personality, cognitive level, thinking ability, family situation, friend relationship, social relationship In order to find out the individual characteristics of students and the class in a comprehensive, diverse and rich manner, teachers in general and pedagogical students in particular need to the following: - Researching and understanding administrative records - Observe the activities of students and student groups - Communicate directly with students, class officials, subject teachers, parents, - Research the products of student activities - Visiting students' families 2/ Make a plan for the class teacher In order to ensure the achievement of the set goals, the homeroom planning plays a very important role, because it is associated with the goals and action plan of the class in each certain period Planning is understood as the process of determining goals and choosing methods and means to achieve those goals [47] 3/ Organize regular class activities Class activities are a form of collective educational activities organized on a weekly basis This is an important lesson that enriches the curriculum and improves educational effectiveness Through class activities, teachers and students have direct interaction with the goal of building a class collective so that the class is both an environment and an educational vehicle 1.4 Psychological difficulties in practicing classroom leadership of pedagogical students 1.4.1 The concept of psychological difficulties in the classroom practice of pedagogical students Review and analyze the concepts of three-reason difficulty of previous authors, ưe agree with the view that psychological difficulties are all psychological obstacles that hinder an individual's activities, expressed in three aspects: cognition, emotion, and behavior In this study, we conceptualize psychological difficulties as follows: Psychological difficulties are psychological obstacles that people encounter in their activities, expressed in cognition, attitude and behavior, reduces the results of human activities, requiring people to make efforts to overcome them to achieve better results * Psychological difficulties in practicing classroom leadership of pedagogical students 12 Based on the analysis of the above concepts, we believe that: Psychological difficulties in practicing class homeroom for pedagogical students are the psychological obstacles that students encounter in practicing class homeroom, expressed in awareness, attitude and behavior in understanding individual and collective characteristics of the homeroom class, make a plan for being a class leader and organize regular class activities when practicing as a class leader at a high school, reduces their practice results, requiring them to make efforts to overcome them to achieve better results 1.4.2 Manifestations of psychological difficulties in the practice of classroom teachers of pedagogical students Psychological difficulties in the practice of classroom management of pedagogical students is a common psychological phenomenon among subjects It manifests in aspects: Cognitive, emotional and behavioral a Manifestations of cognitive difficulties Awareness is one of the three basic aspects of human psychological life Perception helps people understand things and phenomena, thereby expressing attitudes, emotions and corresponding behaviors In the classroom teacher practice activities of pedagogical students, students need to have correct awareness of the affected objects, as well as practice activities to avoid encountering psychological difficulties b Manifestations of emotional difficulties In the process of practicing classroom management of pedagogical students, students' attitude is one of the decisive factors to the results of this activity c Manifestations of behavior difficulties Behaviors are actions that appear to the outside under the influence of cognitive factors and attitudes of the subject Psychological difficulties in the practice of classroom leadership of pedagogical students are expressed through behavior, which is an important indicator to assess the level of psychological difficulty in practicing classroom management of pedagogical students 1.4.3 Level of psychological difficulty in classroom teacher practice of pedagogical students In this study, we assessed the psychological difficulties in the classroom teacher practice of pedagogical students according to levels As follows: * “Very low” level - (very little difficulty) The "Very low" level indicates that the difficulties students encounter are 13 only temporary, students only feel a slight lack of clarity in their classroom practice and that their study and daily life is proceeding normally If there are any difficulties, they can easily overcome them and overcome them This level indicates that the student has very few difficulties and a very low level of difficulty * “Low” level - (less difficulty) The “Low” level refers to the situation where students encounter certain difficulties, enough for students to feel that they have specific difficulties with the problem but can easily overcome it That is, the level of difficulty does not greatly affect students' class homeroom practices In terms of frequency, these students only occasionally feel difficult about a certain issue, but then they pass quickly and they still practice normal class management * “Average” level - (normal difficulty level) The “Average” level refers to the situation where students encounter many difficulties at a moderate level Students clearly feel their difficulties and require a certain amount of effort to overcome them The difficulties students encounter have certain impacts on their class homeroom practices However, they feel that the difficulties are not too harsh or stressful * “High” level - (quite difficult) “High” level refers to the situation where students encounter many difficulties frequently The students realize that the difficulties are clear, creating quite intense pressure and tension, often affecting the practice of being a class leader, requiring them to really try their best and have the help of the teacher Only members and friends can overcome this as a team These are students who have difficulties in all aspects of cognition, attitude and behavior * “Very High” level - (very difficult) The "Very High" level refers to the situation where students encounter all difficulties, in all aspects of cognition, attitude and behavior, at a very frequent and continuous frequency Students always feel stressed, tired, depressed, and feel insurmountable Difficulties create great pressure for students to practice being homeroom 1.5 Factors affecting psychological difficulties in classroom teacher practice of pedagogical students The practice of being a class leader of pedagogical students is one of the contents of educational practice From research in the literature review and theories, we identify factors that affect psychological difficulties in the classroom practice of pedagogical students including: sense of self-learning and self-training; interested in 14 the profession; motives for choosing a career; training content and program; the psychological atmosphere of high schools; instructor's working style… Sub-conclusion of chapter Research on psychological difficulties in pedagogical activities in general and psychological difficulties in pedagogical practice and internship in particular has received a lot of attention from scientists in the world and Vietnam, however, In Vietnam, the topic of psychological difficulties in the classroom practice of pedagogical students is still very new Psychological difficulties in practicing class homeroom for pedagogical students are the psychological obstacles that students encounter in practicing class homeroom, expressed in awareness, attitude and behavior in understanding individual and collective characteristics of the homeroom class, and planning for the class homeroom and organizing regular class activities when practicing as class leader in high school, reduces the students' practice results, requiring them to make efforts to overcome them to achieve better results Psychological difficulties in practicing classroom leadership of pedagogical students are assessed at levels: High (Very difficult); Above average (Quite difficult); Medium (Moderately Difficult); Below average (Little difficulty); Low (Very little difficulty) Psychological difficulties in the practice of being a class leader of pedagogical students are reflected in: Awareness; attitude; class leader practice behavior in high school Psychological difficulties in professional practice of pedagogical students are influenced by subjective and objective factors, including: self-learning and selftraining awareness; interested in the profession; motives for choosing a career; training content and program; the psychological atmosphere of high schools; Instructor's working style; The student body practices class leadership CHAPTER RESEARCH ORGANIZATION AND METHODS 2.1 Research organization 2.1.1 A little about the area and the research object In this study, we selected three universities with pedagogy majors: Hanoi National University of Education, Hanoi Capital University, and Hong Duc University All three schools are professionally managed by the Ministry of Education & Training The sample of subjects participating in the study is 628 full-time students, with a focus on 2nd and 3rd year students of pedagogical disciplines: Pedagogy in Natural Sciences and Pedagogy in Social Sciences at universities: Hanoi National University of Education, Hanoi Metropolitan University, Hong Duc University The details are 15 presented in the following table 2.1: Bảng 2.1 Sample of research subjects TT Objective characteristics Amount Hanoi National University of Education 239 University Hanoi Metropolitan University 216 Hong Duc University 173 Male 139 Gender Female 489 Department of Social Sciences 326 Majors Department of Natural Sciences 302 Excellence 41 Well 237 Learning results Enough 323 Medium 27 Weak Total 628 In addition, the project also surveyed the opinions of 51 high school practice instructors 2.1.2 Research organization The study is organized in three phases as follows: 2.1.2.1 Theoretical research stage a Research purposes Historical overview of the problem research, define the concept of tools as a theoretical basis for the research phase of the actual situation and the phase of experimental research on measures of impact with psychological difficulties in the practice of classroom teacher of the experimental group b research content - Analyzing and synthesizing research works of domestic and foreign authors and scientists on psychological difficulties in the practice of classroom teachers of pedagogical students - Developing a conceptual system of tools: psychological difficulties, classroom teacher practice of pedagogical students, psychological difficulties in classroom teacher practice of pedagogical students - Develop criteria to evaluate the expression, level of psychological difficulty in the practice of class leader, the influence direction, the degree of influence of subjective and objective factors on psychological difficulties in the practice of classroom teacher, compiling the expression scale, the level of psychological difficulty in the classroom teacher practice of pedagogical students, drafting practical questionnaires (opinion polls, interview forms ) for each research content - Test the tool on a large enough number of subjects to verify the evaluation and measurement standards of the survey method by questionnaires and scales used in the thesis At the same time, the testing of this tool also helps to form the first view 16 of the research object, thereby serving as a basis for making experimental hypotheses, selecting investigation subjects and experimental subjects c How to proceed There are two main methods in this phase, including: Expert method and document and document research method The collection of documents, analysis and synthesis are combined with the guidance of the instructor 2.1.2.2 Practical research phase a Research purposes Determining manifestations, levels and factors affecting psychological difficulties in classroom teacher practice of pedagogical students On that basis, an experimental group was established to serve the experimental study of psychopedagogical effects, in order to prevent, limit, and deal with psychological difficulties in the classroom management practice of experimental group subjects b Research implementation plan Survey the area, work with units related to the research problem of the thesis to schedule the implementation of practical research c Research object 628 2nd and 3rd year students from Hanoi National University of Education, Hanoi Capital University and Hong Duc University The details of the sample of the study population are described in Table 2.1 d research content - Choosing to build a scale of psychological difficulty in the classroom teacher practice - Investigate and check the design characteristics of the scale - Investigate the reality of the level of psychological difficulties in the practice of classroom leadership of pedagogical students, manifestations of psychological difficulties in the practice of classroom leadership through three aspects of perception, attitude and behavior; The factors affecting psychological difficulties in the practice of classroom leadership and coping skills with psychological difficulties in the practice of classroom leadership - Analysis of the results of the investigation into the current state of psychological difficulties in the practice of classroom teachers of pedagogical students - Proposing some psychological - pedagogical measures to limit and reduce psychological difficulties in the practice of classroom teachers of pedagogical students e How to proceed The main methods used in this research phase include: Data collection by questionnaire; in-depth interview method; observation method; professional solution; method of researching products and activities and methods of data processing by mathematical statistics 2.2 Research Methods (1) Research method of documents and documents; (2) Expert method; (3) Survey method by questionnaire; (4) Observation method; (5) In-depth interview 17 method; (6) Method of case study and portrait description; (7) Method of active product research; (8) Method of data processing by mathematical statistics Sub-conclusion of chapter To accomplish the tasks of the topic, the thesis has used many different research methods It is a combination of many methods: methods of studying documents, documents; professional solution; survey method by questionnaire; observation method; in-depth interview method; active product research methods; case study methods and psychological portraits; methods of data processing by mathematical statistics Each method is clearly defined purpose, content and implementation The data obtained from the field survey were processed using SPSS statistical software and Microsoft Excel software These methods have complemented and supported each other in order to ensure the accuracy and completeness of the research results on psychological difficulties in the classroom teacher practice of pedagogical students CHAPTER RESULTS OF PRACTICAL STUDY ON PSYCHOLOGICAL DIFFICULTY IN PRACTICE OF CLASS CHAPTER OF TEACHING STUDENTS 3.1 General assessment of the situation of psychological difficulties in the practice of classroom teachers of pedagogical students Considering the overall average score of psychological difficulties, it shows that pedagogical students have psychological difficulties ranging from "Below average" (1,58) to "Average" (3,12) Students' self-assessment and teacher's assessment are basically the same, the average self-assessment score of pedagogical students with difficulties is slightly higher than the teacher's assessment (average score 2,72 compared to 2,54, the difference is not statistically significant) The majority of pedagogical students self-assessed the level of psychological difficulty in practicing class leadership at the "Average" level, about 50% Nearly 20% of pedagogical students think they are having psychological difficulties in practicing class leadership at an "Above average" level The remaining students have difficulties at the "Below Average" level and a small number of students have difficulties at the "Low" level No pedagogical students had psychological difficulties at the "High" level 3.2 The current state of manifestation of psychological difficulties in the practice of classroom teachers of pedagogical students through specific aspects 3.2.1 The actual situation of manifestation of psychological difficulties in the practice of classroom management is more than the perception of pedagogical students The results obtained show that the students with the highest frequency of psychological difficulties manifested in cognitive aspects according to students' selfassessment are "I don't have a solid grasp of theory, so it's difficult to transform my theoretical understanding into the job of class leader" (average score = 3,05 - ranked 1);