The Structure And Charecteristics Of Happiness On Teachers In Junior Middle School

With the rising of the positive psychology in the research on contemporary psychology, the research on happiness had become one of the most eye-catching areas. Subjective well-being and psychological well-being are the two tendencies in the research on contemporary happiness. In this paper, educators' views on teacher's happiness were utilized and two kinds of different tendencies of research on happiness were integrated. The primary dimensions of junior middle shcool teachers' happiness were put forward based on the open questionnaire survey on 54 secondary teachers' happiness. On the basis of it, the reseacher had qualitative interviews on 30 junior middle shcool teachers and got to know their genuine feelings deeply, and then explored the structural model of their happiness. The Questionnaire of Junior middle shcool Teachers' Happiness was worked out on ground of the theoretical construction, and used to conduct a survry on 284 junior middle shcool teachers. The results were as follows:1. By doing open questionnaire survey and qualitative interview, the structural model of the junior middle shcool teachers' happiness was obtained, which contained 5 dimensions, including teaching achievement, teaching itself, management on student, social support, educational reform and self-improvement.2. There were good statistical indicators on the questionnaire of the junior middle shcool teachers' happiness.3. The happiness of junior middle shcool teachers was at the middle level but a little higher , which scored the highest on the social support dimension, followed by student management and self-improvement, and teaching achievement got the lowest score on the dimension, and teaching itself and teaching reform were at the middle level.4. The gender, type (backbone / general), class adviser or non-class adviser, diploma and school age of junior middle shcool teachers and so on other factors influenced the level of well-being on the different dimensions.There was significant gender difference in the dimension of teaching reform.; Significant difference appeared in the teaching itself dimension of different types of teachers; There was significant difference in the dimensions of social support, teaching reform and self-improvement between class adviser and non-class adviser, in the social support dimension of which it had greatly significant difference; During the junior middle shcool teachers who got different diploma, significant difference exised in the dimensions of social support and self-improvement, It had significant difference in the dimensions of teaching achievement and social support among the junior middle shcool teachers having different school age; There was no significant difference in each dimensions of the happiness among the junior middle shcool teachers who were in different marriage situations and who having different teaching titles.