A Correlation Study Between Subjective Well-Being And Teaching Motivation Of The Teachers In Secondary Vocational Schools

In recent years, due to the enhance of the importance for social attention to vocational education, the teaching quality and teaching effect started to receive the widespread attention. In order to meet the changes of social needs for talents, vocational education interior also continuously improve their teaching quality and teaching level,this puts forward new requirements and challenges for teachers of vocational colleges. Faced with these new requirements and challenges, the pressure of teachers of vocational colleges are also growing, their mental health are particularly important. Especially positive psychological factors, it not only can eliminate the stress in your life, but also can improve individual health, improve individual work and life of enthusiasm and initiative, which is one of the important indicators of individual mental health. Subjective well-being as a core factor of positive psychological factors, is particularly important for an individual psychological state. It has an important influence to teachers’teaching enthusiasm, teaching attitude and teaching behavior, which are directly reflecting the size of the teachers’teaching motivation.In order to understand the status and correlation between secondary vocational school teachers’subjective well-being and teaching motivation, this study selects Zhejiang Province as the object of study area which vocational education are more developed, and selected178teachers in secondary vocational schools from ten secondary vocational schools conducted a questionnaire survey, and also select a part of the representative teachers for semi-structured interview. The results show that:1, Secondary vocational school teachers’subjective well-being and teaching motivation have significant correlation;2, The dimensions between subjective well-being and teaching motivation have correlation;3, Work satisfaction dimension in subjective well-being and the extrinsic motivation dimension in teaching motivation have a most significant correlation;4, Subjective well-being has significant correlation both with the extrinsic and intrinsic motivation dimension in teaching motivation;5, Teaching motivation has a most significant correlation with the life satisfaction dimension in subjective well-being.To strengthen the level of vocational school teachers’subjective well-being and teaching motivation, this paper puts forward some corresponding countermeasures and suggestions from three aspects of the individuals, the schools and the society.Teachers should make efforts to improve their own professional values, at the same time, keep a good state of mind, make the main energy to improve their teaching ability, and deal with the relationship between teachers and students and colleagues, to realize their own self realization.In the school level, first, to set up vocational school teachers’teacher evaluation system; at the same time, encourage communication between teachers, and set up life-long learning concept in the teachers; the schools also reasonable optimize their management system and distribution policy, provide a chance for further study, to meet the needs of teachers to self-rising demand.In the society level, the main is to improve the social status of teachers in secondary vocational schools, to change the public’s misunderstanding of secondary vocational education; at the same time, the society should have a reasonable expectation for secondary vocational school teachers’teaching effect; in the protection of the legal rights and legal status of the secondary vocational school teachers,while at the same time,the society should pay attention to the physical and mental health of teachers in secondary vocational schools, to create a favorable external environment for them.