教育质量不仅关乎高质量人才的培养，更是建设创新型国家和实现高质量发展的重要推动力。以教师心理压力作为切入点，系统研究教师心理压力对教育质量的影响有利于提高教育质量，进而为建设教育强国提供有力的政策发力点和决策依据。本文使用大样本横截面微观调查数据，构建统计模型量化分析我国中小学阶段教师心理压力对教育质量的影响，为改善教师心理压力并提高教育质量提出合理化建议。

首先，本文选取班级教学成绩作为教育质量的代理变量，通过构建多元线性回归模型，结合主流因果推断技术，发现教师心理压力对教育质量会产生显著负向影响。

其次，本文通过有序logit回归、替换解释变量、改变样本容量和工具变量法等手段进一步验证了多元线性回归模型所得结果的稳健性。通过机制分析，本文发现教师心理压力会通过影响教师的幸福感和工作满意度来影响教育质量。

再次，本文对样本按性别、年龄、职称、职务、教育阶段和地域维度分组，通过异质性分析探究心理压力对教育质量的影响在不同群体教师上的差异性，结果显示心理压力对教育质量的影响在女性、年轻、低职称、不兼任行政职务、中学阶段和东部地区的教师群体中更显著。

本文在如下方面做出了带有创新性的探索尝试：第一，本文以教师心理压力为研究视角开展教育质量影响因素研究，在一定程度上填补了文献空白；第二，研究内容较为丰富，得到了教师心理压力对教育质量的影响机制和不同教师群体下影响的异质性等有价值的发现；第三，本研究以较完备的因果推断技术为基础，结合大样本横截面微观调查数据，能够得到更为全面、精准、有效的研究结论。

The quality of education is not only related to the cultivation of high-quality talents, but also an important driving force for building an innovative country and achieving high-quality development. Taking teacher psychological stress as the starting point, systematically studying the impact of teacher psychological stress on educational quality is beneficial for improving educational quality, and thus providing strong policy impetus and decision-making basis for building an educational powerhouse. This article uses a large sample of cross-sectional micro survey data to construct a statistical model to quantitatively analyze the impact of psychological pressure on education quality among teachers of primary and secondary school in China. Reasonable suggestions are proposed to improve teacher’s psychological pressure and enhance education quality.

Firstly, this article selects teaching performance of class as a proxy variable for educational quality. By constructing a multiple linear regression model and combining mainstream causal inference techniques, it is found that teacher’s psychological stress has a significant negative impact on educational quality.

Secondly, this article further validates the robustness of the results obtained from the multiple linear regression model through methods such as ordered logit regression, replacement of explanatory variables, changing sample size, and instrumental variable method. Through mechanism analysis, this article finds that teacher’s psychological stress can affect the quality of education by affecting their sense of happiness and job satisfaction.

Once again, this article groups the samples according to gender, age, professional title, position, education stage, and regional dimensions, and explored the differences in the impact of psychological stress on education quality among different groups of teachers through heterogeneity analysis. The results show that the impact of psychological stress on education quality was more significant among teachers of female, young, low professional title, non administrative position, middle school, and the eastern region.

This article has made innovative explorations in the following aspects: firstly, from the perspective of teacher’s psychological pressure, this article conducts research on the influencing factors of educational quality, which to some extent fills the literature gap; secondly, the research content is relatively rich, and valuable findings have been obtained on the impact mechanism of teacher’s psychological stress on education quality and the heterogeneity of the impact under different groups of teachers; thirdly, based on comprehensive causal inference techniques and combined with large-scale cross-sectional micro survey data, this study can obtain more comprehensive, accurate, and effective research conclusions.