With the spread of COVID-19, in application-oriented undergraduate colleges, the difficulty of teaching work for “double-qualified” teachers has greatly increased, resulting in enormous work pressure for some teachers, which is not conducive to the development of teaching work and the physical and mental health of teachers.

Twenty “double qualified” teachers from a domestic finance and economics college were selected and divided into an experience group and a control group. The evaluation index system of college teachers’ competency and anti-pressure ability is constructed by using hesitant fuzzy language. Teachers in the experience group were trained in positive psychology, and their competency and anti-pressure ability were evaluated before and after the experiment using the evaluation model. The evaluation grade is divided into poor, general, relatively good, good and excellent, and is assigned with integers 1-5 respectively. The measurement type data is displayed in the form of mean ± standard deviation, and the t difference significance test is conducted. The difference significance level is 0.05.

After completing the experiment, the statistics are shown in Table 1. Observation Table 1 shows that before the experiment, the P value of the t-test for the competency and compression resistance scores of the two groups of teachers is far greater than 0.05, with no significant difference. However, after the completion of the experiment, the average scores of teachers’ competency and compressive capacity in the experience group were 4.52 and 4.63, respectively, higher than those in the control group, and the P value of the t-test was 0.001, which was considered significant.Table 1.

Comparison of competence and compressive ability scores of two groups of “double qualified” financial teachers

This research carried out experiments to verify the effect of positive psychological intervention on improving the competency and psychological pressure resistance of “double qualified” teachers. The experimental results showed that the post-competence and anti-pressure ability of the financial “double qualified” teachers in the experience group after positive psychological intervention were higher than those in the control group, and the difference was significant. The experimental results show that positive psychology training is conducive to improving the negative psychological pressure resistance of the “double qualified” teachers in China, so as to enhance their post competency.