A Study On The Structure And The Affecting Factors Of Professional Well-being In Secondary-school Teachers

Education cannot progress without teachers. Teachers' attitudes towards their jobs relate directly with the quality of education. Teachers' healthy mind is not only the foundation of finishing their jobs responsibility, but also the important premise of guiding students'mind state. The author attempts to explore the structures of teachers'occupational wellbeing and its influential factors. It can not only enrich Active Psychology'researches on wellbeing, but also help us to learn about present cases and influential factors of teachers'occupational wellbeing, and so help the department of education make better measures to improve teachers'occupational wellbeing.Based on Holland scholar Toon W. Taris'and other scholars'studying results, the writer herself makes"Middle School Teachers'Occupational Well-being Questionnaire".According to confirmatory factor analysis and exploratory factor analysis, the secondary-school teachers'occupational wellbeing is made up of 7 factors, that is organization commitment, relations with workmates, job attraction, body health, working achievement, working motive and relations with leaders. The questionnaire has good reliability (the whole questionnaire'Cronbach alpha is 0.9240,the part questionnaire'alpha is between 0.6330 and 0.8936)and construct validity (χ2/df=3.67,NFI=0.91,NNFI=0.92,CFI=0.93, RMSEA=0.10). The cross-validation testing showed the existence of the cross-validation of the questionnaire. So this questionnaire can be used.In this study, we choose 361 teachers in the analysis of factors affecting on professional well-being, and mainly explores their sex, teaching subject, teaching grade, whether a head teacher or not, educational level and teaching years'influences on teachers'occupational wellbeing. The results manifest:(1) Male teachers'and female teachers'whole marks, organization commitment, relations with workmates, job attraction, body health, working achievement and relations with leaders don't differ remarkably. But their working motive differs remarkably. The former mark is remarkably higher than the latter's.(2) As to teachers teaching important subjects and teachers teaching not so important subjects, their whole marks, organization commitment, relations with workmates, working achievement and working motive don't differ remarkably. But their job attraction differs remarkably. The latter's mark is remarkably higher than the former. Their body health and relations with leaders differ remarkably. The latter's mark is remarkably higher than the former.(3) There is no significant difference in the factors of being headmasters or not. Except body health, all the other factors don't differ remarkably either. As to body health, The latter's mark is remarkably higher than the former.(4) Though teachers have different educational levels, their whole marks and factors don't differ remarkably.(5) Teachers'occupational wellbeing with different teaching years differs remarkably.0-1 teaching year's teachers don't differ remarkably from 2-5 teaching years'teachers. But differ remarkably from 6-10,11-20,21-30 and more than 31 teaching years'teachers. The former mark is remarkably higher than others'.Also,2-5 teaching years'teachers differ remarkably from 11-20,21-30 and more than 31 teaching years'teachers. The former mark is remarkably higher than others'.