The Investigation On Subjective Well-being Of The Vocational College Teachers In Erdos

Subjective well-being (SWB) is defined according to the evaluation ofoverall evaluation of their own criteria on the quality of life, it is an importantpsychological index of life quality.With the rapid development of social economy, vocational educationsuddenly becomes a focused field of education, which let the vocationalcollege teachers confused, tension and pressure come one after another.Therefore, in this context, the well-being status of vocational college teachersmay provide the reason for mental health problems of teachers, which canprovide a new idea for the management system and the development directionof the vocational college.General Well-Being Schedule (GWB) was used to investigate the lifesatisfaction and well-being of385vocational college teachers, it wascombined with interviews, to explore influencing factors of vocational collegeteachers’ well-being, provide the basis for enhancing vocational collegeteachers’ subjective well-being.Research shows that:1. Well-being of vocational college teachers in Erdos is of the middleand lower levels in the overall level.2. The subjective well-being does not have significant differences indifferent gender, but it can be seen from the descriptive statistics, women aresatisfying and interest of life, happier and well-being than men, men arehigher than women in score of the control factor of emotion and behavior, butthe difference did not reach statistical significant level. 3. Subjective well-being of teachers in charge of a class was significantlylower than the other teachers. Their score of hesitation or pleasure mood andanxiety was significantly higher than the others.4. Professional teachers’ subjective well-being is higher than the culturalcourse teacher. Professional teachers’ score in worries about health, energyand the life satisfaction and interests were significantly higher than that of theculture class teachers.5. Subjective well-being does not have significant differences in differenteducational background. But the undergraduate teachers’ score in the energyfactor was significantly higher than the graduate teachers, the score inrelaxation and tension (anxiety) factor was significantly lower than theundergraduate teachers.6. Married teachers were happier than unmarried teachers. Unmarriedteachers’ score in healthy fear factor is higher than married teachers; whilemarried teachers’ score in the life satisfaction and interest, hesitation or happymood and relaxation and tension (anxiety) factor was higher than theunmarried teachers.7. There were no obvious differences between administrative teachersand teaching teachers’ subjective well-being score. However, teachingteachers’ score in healthy fear factor is lower than the administrative teachers;score in the life satisfaction and interest and relaxation and tension (anxiety)factor is higher than that of administrative teachers.8. The working years influenced teachers’ subjective well-being verywell. Subjective well-being of the teachers who working for5～10yearswas lowest. Combined with the research results and the experience of the past, thisstudy proposed to enhance vocational college teachers’ subjective well-beingfrom two aspects of internal and external factors. First of all, internal factorsplay a decisive role in order to improve teachers’ self, which includingdefinite the role of occupation personality, take a correct attitude towardswork, improve the success experience, enhance the ability of happiness;secondly, external factors play a role in promoting in order to provide socialsupport, which including reduced social expectations, improve benefits,reform the examination system, pay attention to physical and mental health, tocreate a good atmosphere.